Interfaces da tecnologia de informação e comunicação nos registros na Revista Brasileira de Educação

• Ano de defesa: 2018
• Autor(a) principal: Dartora, Kali Silene de Lara
• Orientador(a): Francischett, Mafalda Nesi
• Banca de defesa: Francischett, Mafalda Nesi , Toffolo, Geliane , Leite, Maici Duarte
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Francisco Beltrão
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Ciências Humanas
• País: Brasil
• Palavras-chave em Português: Tecnologias da informação e comunicação; Educação; Pesquisa e ensino
• Palavras-chave em Inglês: Information and communication technologies; Education; Teaching
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.unioeste.br/handle/tede/3971

The the Information and Communication Technologies (TICs) are increasingly present in all life’s sectors, in personal relationships, leisure, work, education, society and culture. The present research aimed at identifying the main trends, contributions and pedagogical categories related to TICs in education. More specifically, the interfaces presented in the articles of the Brazilian Journal Education (RBE) from 2006 to 2017. RBE is an important vehicle for scientific communication, nationally and internationally. The selection of the articles occurred initially by reading the title, the abstract and the keywords culminating in the complete reading. There were 21 articles identified according to the purpose of the research. The categories identified were: teacher training, society, work and education, pedagogical practice, teaching and learning. There were discrepancies among the authors regarding to the terminologies referring to the TICs. Different approaches and methodologies appeared, as well as difficulties in delimiting the theme. The initial training in the online education modality worries despite of the rapid expansion of the courses, the lack of regulation, has become trivialized and causes slightness in graduation, a threat to public education and to the universities. At school, there is a lack of physical resources, pedagogical materials and structure investments. This makes it difficult to implement digital culture. However, there is consensus in the research on the importance of studies, research, and development of projects for digital inclusion. The information obtained indicates some possibilities. The current moment demands responsibility, not to increase inequalities, discrimination and social exclusion. TICs need to be seen as resources, instruments of historical socialization, indispensable in today’s culture of societies. Therefore, in order to face the barriers found in educational contexts, such as indiscipline, lack of interest and motivation of students, it’s necessary to understand this process as cultural. To obtain knowledge, to intensify the discussions and to research on the subject, is essential to the TICS demystification in education. As possibilities in pedagogical practice, in training and in teaching, there are situations of collaborative learning mediated in virtual environments. The construction of real knowledge in a virtual world requires conscious subjects of their social value. Learning in a world full of technologies demand interest and can contribute to human, critical and autonomous training in digital time.