A percepção do uso das TDICs por professores em escolas públicas estaduais de ensino médio em Uberlândia/MG

• Ano de defesa: 2020
• Autor(a) principal: Alves, Gleissel Florisbelo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Tecnologias, Comunicação e Educação (Mestrado Profissional)
• Palavras-chave em Português: TDICs; Educação; Professores; Escolas públicas; DICT; Education; Teachers; Public schools; Uberlândia; CNPQ::CIENCIAS SOCIAIS APLICADAS::CIENCIA DA INFORMACAO; Tecnologia da informação; Tecnologia educacional
• Link de acesso: https://repositorio.ufu.br/handle/123456789/30864; http://doi.org/10.14393/ufu.di.2020.749

This paper presents the final results of a dissertation vivaed in the Graduate Program in Communication and Education Technologies of the Faculty of Education of UFU, which is inserted in the line of research Media, Education and Communication (MEC). In this context, this research was directed based on the following problem: how is the perception of teachers in relation to the potentialities of Digital Information and Communication Technologies in the teaching and learning processes of schools; and if, despite the presence of possible barriers, are they trying to use them as didactic tools in their pedagogical practices? Seeking to understand and to answer to this problem, at a regional level and in a public sphere, the objective of this research was to investigate the use of Digital Information and Communication Technologies (DICT) based on the perception of teachers, in a set of six public Uberlândia schools of the State School Network. For this purpose, in these institutions, we sought to identify activities performed by the use of digital technologies; to investigate the offer and participation of teachers in continuing education; to investigate perceptions of possible impacts of DICT on pedagogical practices and the presence of barriers to their use in school. We also aimed at analyzing the perception regarding the occurrence of political actions promoted by the government of Minas Gerais, aiming at the integration of digital technologies in schools. Regarding the theoretical framework, this study was based on authors such as Almeida (2000, 2007a, 2007b); Almeida and Valente (2012, 2015); Almeida and Silva (2011); Castell (2011); Brito and Purificação (2015); Gómez (2015); Kenski (2001, 2008, 2012); Levy (1999); Lemos (2008, 2010); Moran (2006, 2008, 2013); Sancho (2007); Sampaio and Leite (2004); Valente (2005, 2008, 2011); among others. The proposed methodology was an investigation that used a quantitative-qualitative approach, carried out through a descriptive technique of data collection, with online application of a questionnaire, aimed at teachers who worked, at the time of the research, in the six selected State public high schools of the city of Uberlândia/MG. Regarding the sample population, we had a total of 53 teachers, sample in which, after data analysis, we noticed that most of the surveyed teachers moderately agreed with the effects of digital technological resources to improve students learning. In addition, they pointed to facing barriers such as inadequate technological infrastructure, internet connectivity that does not support many simultaneous accesses and non-provision of training programs on the use of digital technological resources of teaching through public policies. However, even in the face of these barriers, it is important to emphasize that teachers have been seeking paths, even with the use of their own equipment and resources, to include, in some way, the use of DICT in their teaching practices, fact that is a positive approach in the face of the difficulties they face.