Tecnologias digitais e o currículo dos anos iniciais do ensino fundamental: análises e proposições
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Data
2020-02-28
Autores
Santos, Fernando Rodrigues dos
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Universidade Estadual Paulista (Unesp)
Resumo
As Tecnologias Digitais de Informação e Comunicação (TDIC) incorporadas à educação estão diversificando e trazendo melhorias para os processos de ensino e aprendizagem, por meio de diversas ferramentas e aplicações que estimulam e propiciam o desenvolvimento cognitivo e psicossocial nos diversos níveis e modalidades de ensino. As TDIC, em alguns sistemas e modalidades de ensino, possuem relevância a ponto de serem incorporadas ao currículo como conteúdos didáticos de modo transversal como eixo de habilidades e competências ou por meio da inclusão de uma disciplina específica na matriz curricular. Tal situação é encontrada em quatro municípios de uma microrregião do interior do Estado de São Paulo, nos quais a disciplina de informática faz parte da matriz curricular dos anos iniciais do Ensino Fundamental em suas respectivas redes públicas municipais de ensino. Sendo esta, uma disciplina da parte diversificada do currículo composta por conteúdos de alfabetização digital e conteúdos didáticos curriculares dos anos iniciais do Ensino Fundamental, abordados por meio de Objetos Digitais de Aprendizagem (ODA). Nossa pesquisa de mestrado profissional em Docência para Educação Básica teve seu foco nestas quatro redes de ensino e se estrutura na análise das práticas pedagógicas dos docentes da disciplina de informática no que tange o uso das tecnologias digitais. Apoiados nesta análise, desenvolvemos como proposições Guias de Atividades Interdisciplinares abordadas por meio das tecnologias digitais para os discentes e docentes do 3ºs e 5ºs anos do Ensino Fundamental, objetivando assim, apoiar o protagonismo discente na aprendizagem e as práticas pedagógicas interdisciplinares que articulam as tecnologias digitais as habilidades e competências do currículo oficial. O trabalho foi assim estruturado em etapas: 1) Estudos teóricos e documentais; 2) Coleta de dados inicial com docentes de Informática da microrregião; 3) Análise qualitativa dos dados da coleta inicial; 4) Desenvolvimento da versão preliminar dos Guias de Atividades Interdisciplinares; 5) Avaliação da versão preliminar do material pelos docentes da microrregião; 6) Análise da avalição realizada pelos docentes; 7) Desenvolvimento da versão final dos Guias. O estudo apontou a relevância da inserção das tecnologias digitais no currículo dos anos inicias do Ensino Fundamental como uma proposta de modificação do processo de ensino e aprendizagem.
The Digital Technologies of Information and Communication (DTIC) incorporated to the education are diversifying and bringing improvements to the processes of teaching and apprenticeship, through several tools and applications that stimulate and favor the cognitive and psicossocial development in several levels and kinds of teaching. The DTIC, in some systems and teaching methods, have relevance to point of being incorporated to the curriculum like educational contents, in cross themes as an axis of skills and competences or also through the inclusion of a specific subject in the course curriculum. Such situation is found in four local cities of a microregion of the interior of São Paulo State, in which the subject of computer science makes part of the course curriculum of the initial years of the Basic Teaching in their respective public municipal education network. Being this, a subject of the diversified part of the curriculum composed by contents of digital literacy and curricular educational contents of the initial years of the Basic Teaching boarded through Digital Objects of Apprenticeship (DOA). Our inquiry of professional master's degree in Teaching for Basic Education had his focus in these four education networks and it is structured in the analysis of the pedagogical practices of the teachers of the computer science discipline regarding the use of digital technologies. Supported on this analysis we developed as propositions Guides of Interdisciplinary Activities boarded through the digital technologies for the students and teachers who teach in 3rd and 5th years of the Basic Teaching, aiming so, support student protagonism in learning and support interdisciplinary pedagogical practices that link digital technologies to the skills and competencies of the official curriculum. The work was structured in stages: 1) theoretical and documentary Studies; 2) initial Collection of data with teachers of Computer science of the microregion; 3) qualitative Analysis of the data of the initial collection; 4) Development of the preliminary version of the Guides of Interdisciplinary Activities; 5) Evaluation of the preliminary version of the material for the teachers of the microregion; 6) Analysis of the evaluation carried out by the teachers; 7) Development of the final version of the Guides. The study pointed out the relevance of the inclusion of digital technologies in the curriculum of the early years of Elementary Education as a proposal to modify the teaching and learning process.
The Digital Technologies of Information and Communication (DTIC) incorporated to the education are diversifying and bringing improvements to the processes of teaching and apprenticeship, through several tools and applications that stimulate and favor the cognitive and psicossocial development in several levels and kinds of teaching. The DTIC, in some systems and teaching methods, have relevance to point of being incorporated to the curriculum like educational contents, in cross themes as an axis of skills and competences or also through the inclusion of a specific subject in the course curriculum. Such situation is found in four local cities of a microregion of the interior of São Paulo State, in which the subject of computer science makes part of the course curriculum of the initial years of the Basic Teaching in their respective public municipal education network. Being this, a subject of the diversified part of the curriculum composed by contents of digital literacy and curricular educational contents of the initial years of the Basic Teaching boarded through Digital Objects of Apprenticeship (DOA). Our inquiry of professional master's degree in Teaching for Basic Education had his focus in these four education networks and it is structured in the analysis of the pedagogical practices of the teachers of the computer science discipline regarding the use of digital technologies. Supported on this analysis we developed as propositions Guides of Interdisciplinary Activities boarded through the digital technologies for the students and teachers who teach in 3rd and 5th years of the Basic Teaching, aiming so, support student protagonism in learning and support interdisciplinary pedagogical practices that link digital technologies to the skills and competencies of the official curriculum. The work was structured in stages: 1) theoretical and documentary Studies; 2) initial Collection of data with teachers of Computer science of the microregion; 3) qualitative Analysis of the data of the initial collection; 4) Development of the preliminary version of the Guides of Interdisciplinary Activities; 5) Evaluation of the preliminary version of the material for the teachers of the microregion; 6) Analysis of the evaluation carried out by the teachers; 7) Development of the final version of the Guides. The study pointed out the relevance of the inclusion of digital technologies in the curriculum of the early years of Elementary Education as a proposal to modify the teaching and learning process.
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Palavras-chave
Tecnologias digitais, Currículo, Anos iniciais do ensino fundamental, Digital technologies, Curriculum, Initial years of the basic teaching