Conhecimento pedagógico tecnológico de conteúdo (tpack) de professores de ciências da natureza do ensino médio frente ao contexto pandêmico
Arquivos
Data
2021-08-06
Autores
Draeger, Deysielle Inês
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Em um cenário de isolamento social, em decorrência da pandemia ocasionada pelo novo coronavírus, a pressão por modificações abruptas na sociedade é potencializada. Em vista aos avanços das tecnologias da informação e comunicação, a escola não pode se manter anacrônica, assim, têm seus papéis acentuados no compromisso de desenvolver habilidades e competências para o uso dos meios digitais de forma crítica e consciente. Nessa conjuntura, apesar da integração das tecnologias digitais serem defendidas por muitos pesquisadores e considerando as necessárias adaptações ao cenário de aulas virtuais e o encadeamento de condicionantes, esse estudo buscou compreender os contextos que se inter-relacionam com o uso de tecnologias digitais no Ensino de Ciências em momentos de pré-pandemia e pandemia. O público-alvo da pesquisa foram professores responsáveis pela área de Ciências da Natureza, que compreende as disciplinas de Biologia, Física e Química do Ensino Médio de algumas escolas do munícipio de Bauru localizado no Estado de São Paulo. A metodologia de pesquisa constituiu-se de uma abordagem qualitativa, por meio de uma Amostra Direcional Intencional e Indutiva analisamos entrevistas de professores que atuam em segmentos heterogêneos do ambiente escolar. Com auxílio do software Atlas.ti categorizamos padrões nas análises, que demonstram que apesar de haver orientações e formações de professores em diversos momentos de trajetória docente, a apropriação das tecnologias digitais se dá por meio da autonomia do professor na busca por autoformação, evidenciando lacunas na formação de professores, como também um cenário em que estudantes possuem relevante dificuldade em adaptação ao uso de ferramentas digitais para estudo.
In a scenario of social isolation due to the pandemic caused by the new coronavirus, the pressure for abrupt changes in society is heightened. In view of the advances in information and communication technologies, schools cannot remain anachronistic, thus, their roles are accentuated in the commitment to develop skills and competences for the use of digital media in a critical and conscious way. In this context, despite the integration of digital technologies being advocated by many researchers, and considering the necessary adaptations to the scenario of virtual classes and the chain of constraints, this study sought to understand the contexts that are interrelated with the use of digital technologies in Science Education in times of prepandemic and pandemic. The target audience of the research were professors responsible for the area of Natural Sciences, which comprises the disciplines of Biology, Physics and Chemistry in Secondary Schools in some schools in the region of Bauru. The research methodology consisted of a qualitative approach, through an Intentional and Inductive Directional, we analyzed interviews of teachers who work in heterogeneous segments of the school environment. With the aid of the Atlas.ti software, we categorize patterns in the analyzes, which demonstrate that despite the existence of guidelines and teacher training at different moments in the teaching career, the appropriation of digital technologies occurs through the autonomy of the teacher in the search for professional improvement, showing gaps in teacher training, as well as a scenario in which students have significant difficulty in adapting to the use of these tools for study.
In a scenario of social isolation due to the pandemic caused by the new coronavirus, the pressure for abrupt changes in society is heightened. In view of the advances in information and communication technologies, schools cannot remain anachronistic, thus, their roles are accentuated in the commitment to develop skills and competences for the use of digital media in a critical and conscious way. In this context, despite the integration of digital technologies being advocated by many researchers, and considering the necessary adaptations to the scenario of virtual classes and the chain of constraints, this study sought to understand the contexts that are interrelated with the use of digital technologies in Science Education in times of prepandemic and pandemic. The target audience of the research were professors responsible for the area of Natural Sciences, which comprises the disciplines of Biology, Physics and Chemistry in Secondary Schools in some schools in the region of Bauru. The research methodology consisted of a qualitative approach, through an Intentional and Inductive Directional, we analyzed interviews of teachers who work in heterogeneous segments of the school environment. With the aid of the Atlas.ti software, we categorize patterns in the analyzes, which demonstrate that despite the existence of guidelines and teacher training at different moments in the teaching career, the appropriation of digital technologies occurs through the autonomy of the teacher in the search for professional improvement, showing gaps in teacher training, as well as a scenario in which students have significant difficulty in adapting to the use of these tools for study.
Descrição
Palavras-chave
TPACK, Formação de Professores, Ciências da natureza, Teacher education, Natural Sciences