As Novas Tecnologias da Informação e da Comunicação no Desenvolvimento da Prática Pedagógica nos Primeiros Anos do Ensino Fundamental

• Ano de defesa: 2018
• Autor(a) principal: Almeida, Ivanilda dos Reis
• 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: Educação; education; Ensino fundamental; Elementary School; Inovações Tecnológicas; Technological innovations; Efeito de inovações tecnológicas; Effect of technological innovations; Formação de professores; Teacher training; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/21568; http://dx.doi.org/10.14393/ufu.di.2018.536

This research deals with the thematic area of teaching knowledge and it aims to identify and analyze knowledges on Communication and Information Technologies (CIT) of teachers who work in the first years of Basic Schools to contribute to a more efficient pedagogic practice. We intended find out teacher’ knowledges on CIT and we used as methodological procedure Fiorentini and Lorenzato’s meta-analysis (2006) of the current state of knowledge on this theme. We aimed also to verify what has been written on this theme; identify the most important finding; collect pre-existing studies; select and analyze data from thesis, books, Education laws and other search sources on this subject. In order to answer the study questions, the theoretical basis came from Gauthier (2006); Sacristán (2000); Nóvoa (2008); Moran (2009); Tardif (2014); Perrenoud (2002); Altet (2001); Tardif and Lessard (2008); Pimenta, (2005); Delors (2001); Imbernón (2006); Kenski (2007); Masetto (2011); Freitas (2012) and others. The results showed that Education faces challenge concerning to teaching quality, using only conventional technologies in the nine-years Basic School. It becomes practically unfeasible to promote effective teaching using only conventional technologies and that changes in the societal scenarios call on teachers to redefine their knowledge and skills. The studies led to the conclusion that, in addition to the knowledge inherent to teachers: Professional, Disciplinary, Pedagogical, Curricular and Experiential Knowledge, teachers need to master Technological Knowledge for a more efficient practice.