Tecnologia na educação : a formação de professores para o uso de ferramentas tecnológicas em sala de aula

Abstract

The purpose of this study is to verify how the pedagogical practice of some teachers from Municipal Teaching Recife's Network happens, using digital technologies in their classroom context and with their participation in the courses taught by the Secretary of Education of the city. For this, a case study was carried out in a public school of this municipality, in which it was observed the development of the classes carried out with the technological educational tool Mesa Educacional Alfabeto, acquired by Secretary of Education of Recife for educational purposes. The research was carried out through a qualitative research approach, using semi-structured questionnaire, systematic observation and interview as instruments of data collection. As a method of study, a content analysis was carried out, in which the information obtained during the interview was evaluated, as well as a documentary analysis, in which the text of the book on the Teaching Policy of the Network dealing with technology in education and Of teacher education. After the data collection stage, the material acquired was compared with the theoretical framework used as the basis for this work, evidencing at the moment of content analysis the reality of the classes and students of the school emphasized both in the teachers' speech and in the observations made. At the end of this stage, it was tried to define, through the teachers' opinions, what strategies could be used to contribute to the reduction of existing obstacles regarding the concepts of education and technology and teacher training that were analyzed. Based on this, a proposal was made for a teacher training plan for the use of technologies in the school, having as a methodological option the modality of distance education. At the heart of this research is the hypothesis that the work with technology within the classrooms of the municipal schools of Recife is impaired by the way these technologies are implemented in the units of education. That is, the technological tool is inserted within the school context without adequate teacher formation.