Políticas públicas para implementação tecnológica na educação escolar
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Data
2018-08-31
Autores
Esteves, Rodolfo Fernandes [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A tese apresenta evidências de que a implementação da Lousa Digital Interativa (LDI) em escolas da rede municipal de ensino em Araraquara não foi acompanhada de uma política pública que garantisse condições pedagógicas adequadas para sua utilização no processo de ensino e aprendizagem. Essas evidências decorrem de uma pesquisa-ação conduzida em parceria com professoras e coordenação ao longo de três anos, com o uso de Objetos de Aprendizagem (OA) e outros recursos. Foram explorados conceitos, teorias, relatórios e outros instrumentos analíticos oriundos das ciências sociais e da educação, com foco especial nas políticas públicas. Os resultados permitem supor que faltou, no caso estudado, um programa efetivo de formação de professores, uma oferta de OA selecionados de acordo com os conteúdos tratados em sala de aula, infraestrutura de conexão adequada nas escolas, entre outros recursos necessários. Para mitigar, propõe-se: dar foco ao uso das LDI nas séries iniciais do ensino fundamental, desenvolver um repositório de OA próprio, corrigir os problemas técnicos quanto ao funcionamento da internet da rede municipal de ensino seja com a ampliação das redes wi-fi ou com implementação de redes cabeadas, melhorar o suporte técnico quanto a manutenção das LDI e outras TIC, promover cursos de formação continuada para uso das TIC, buscando não apenas desenvolver as capacidades das professoras quanto ao uso diário das tecnologias, mas, principalmente, para o desenvolvimento de métodos e práticas de ensino específicos, entre outras coisas.
The thesis presents evidence that the implementation of the Interactive Whiteboard (IWB) in schools of the municipal school network in Araraquara was not accompanied by a public policy that guaranteed adequate pedagogical conditions for its use in the teaching and learning process. Such evidence derives from action research conducted in partnership with teachers and coordination over three years using Learning Objects (LO) and other resources. Concepts, theories, reports and other analytical tools from the social sciences and education were explored, focusing especially on public policies. The results suggest that, in the case studied, there was a lack of effective teacher training program, offer of LOs selected according to classroom content, adequate connection infrastructure in schools, and other necessary resources. To mitigate, it is proposed: to focus on the use of IWB in the initial grades of elementary education, to develop a repository of LO itself, to correct technical problems regarding the functioning of the internet of the municipal school network, either with the expansion of wi-fi networks or with the implementation of wired networks, to improve technical support for the maintenance of IWB and other ICT, to promote continuing education courses for the use of ICT, seeking not only to develop the teachers' capacities regarding the daily use of technologies, but mainly for the development of methods and practices of teaching, among other things.
The thesis presents evidence that the implementation of the Interactive Whiteboard (IWB) in schools of the municipal school network in Araraquara was not accompanied by a public policy that guaranteed adequate pedagogical conditions for its use in the teaching and learning process. Such evidence derives from action research conducted in partnership with teachers and coordination over three years using Learning Objects (LO) and other resources. Concepts, theories, reports and other analytical tools from the social sciences and education were explored, focusing especially on public policies. The results suggest that, in the case studied, there was a lack of effective teacher training program, offer of LOs selected according to classroom content, adequate connection infrastructure in schools, and other necessary resources. To mitigate, it is proposed: to focus on the use of IWB in the initial grades of elementary education, to develop a repository of LO itself, to correct technical problems regarding the functioning of the internet of the municipal school network, either with the expansion of wi-fi networks or with the implementation of wired networks, to improve technical support for the maintenance of IWB and other ICT, to promote continuing education courses for the use of ICT, seeking not only to develop the teachers' capacities regarding the daily use of technologies, but mainly for the development of methods and practices of teaching, among other things.
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Palavras-chave
Implementação, Lousa Digital Interativa, Objetos de Aprendizagem, Políticas Públicas, TIC, Implementation, Interactive Whiteboard, Learning Objects, Public Policies, ICT