O desenvolvimento do conhecimento pedagógico tecnológico do conteúdo de professores do ensino fundamental
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Data
2016-05-05
Autores
Lang, Affonso Manoel Righi [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
As tecnologias de informação e comunicação (TIC) são cada vez mais comuns nos educandários do Brasil. Um dos principais programas de inserção das TIC nas escolas brasileiras foi o PROUCA, que destinou um Laptop Educacional para cada aluno das instituições de ensino participantes. Estudos apontam que tanto no PROUCA, como em educandários que receberam aparatos tecnológicos por meio de outros programas, o uso das TIC nem sempre esteve direcionado a modificar as experiências de aprendizagem, sendo muitas vezes utilizadas com o propósito de fortalecer o processo tradicional de ensino. Neste contexto, pelos menos desde 2006, um conjunto de estudos tem elaborado um modelo teórico denominado Technological Pedagogical Content Knowledge (TPACK), com o propósito de compreender quais conhecimentos são mobilizados pelos professores para utilizar as TIC em sala de aula, particularmente, na perspectiva de potencializar experiências de aprendizagens significativas. O modelo apresenta o TPACK como a capacidade de determinado professor reconhecer as potencialidades no uso de algumas TIC para melhorar e/ou expandir o conhecimento do aluno sobre determinado conteúdo. Por outro lado, os estudos sobre o TPACK não têm aprofundado as pesquisas em relação ao processo de transformação desse conhecimento quando os professores se envolvem em processos de formação continuada. Em outras palavras, pouco se sabe quais são os entraves e as experiências que podem potencializar o desenvolvimento do TPACK de professores que usam pouco as TIC em sala de aula. Por este motivo, este estudo propôs uma pesquisa qualitativa em uma escola do noroeste gaúcho que está inserida no projeto um computador por aluno (PROUCA). A pesquisa visou analisar o desenvolvimento do Conhecimento Tecnológico e Pedagógico de Conteúdos de professores do Ensino Fundamental participantes de um grupo colaborativo de formação continuada sobre a o uso de ferramentas digitais em sala de aula. O estudo foi constituído de três momentos: (A) diagnóstico inicial com o intuito de conhecer o contexto da instituição e o uso das TIC na escola, (B) desenvolvimento de encontros de formação continuada colaborativa que visou problematizar o uso das TIC em sala de aula, bem como estudar possibilidades de uso das mesmas, (C) entrevistas finais para potencialmente capturar as possíveis modificações do TPACK das docentes envolvidas. Os resultados obtidos na fase “A” mostraram-se parecidos aos visualizados em outros estudos. Durante esse período, foram identificadas dificuldades em utilizar as TIC como ferramentas que auxiliassem no movimento de ensino-aprendizagem, pois normalmente as propostas seguiam um caminho direcionado à busca de informação para responder perguntas repassadas pelas docentes. O estudo mostrou também alguns apontamentos sobre a necessidade de as professoras compreenderem a diferença conceitual entre meio de ensino e processos de ensino. Além disso, foi percebida a necessidade de elaborarem propostas de uso das TIC como Ferramentas Cognitivas, possibilitando aos alunos serem sujeitos ativos no processo de ensino-aprendizagem. Uma dificuldade notada foi o não desligamento do cotidiano em sala de aula para pensar novas possibilidades.
The information and communication technologies (TIC) are becoming increasingly common in schools in Brazil. One of the main insertion programs of TIC in Brazilian schools was PROUCA, which allocated a Laptop Education for each student participating educational institutions. Studies show that both PROUCA, the schools receiving technological devices through other programs, the use of TIC has not always been directed to modify the learning experiences, often used for the purpose of strengthening the traditional process of education. In this context, at least since 2006, a number of studies have developed a theoretical model called Technological Pedagogical Content Knowledge (TPACK), in order to understand what knowledge is mobilized by teachers to use TIC in the classroom, particularly in view to enhance the experiences of meaningful learning. The model shows the TPACK as the ability of a particular teacher recognize the potential use of some TIC to improve and/or expand the student's knowledge about certain content. On the other hand, studies have TPACK depth research on the process of transformation of this knowledge when teachers engage in continuing education processes. In other words, little is known what are the barriers and experiences that can enhance the development of TPACK teachers who make little use of ICT in the classroom. For this reason, this study proposed a qualitative research in a gaucho Northwest school that is part of the project one computer per student (PROUCA). The research aimed to analyze the development of Technological Knowledge and Pedagogical Content of elementary school teachers participating in a collaborative group of continuing training on the use of digital tools in the classroom. The study consisted of three stages: (A) initial diagnosis in order to meet the institution's context and the use of TIC in school, (B) the development of collaborative continuing education meetings that aimed to question the use of the room in TIC class and study use the same opportunities, (C) final interviews to potentially capture TPACK possible modifications of the teachers involved. The results obtained in phase "A" is shown displayed, similar to other studies. During this period, difficulties were identified in using TIC as a tool that would help in the teaching-learning movement, because normally the proposals followed a path directed to the search for information to answer questions forwarded by teachers. The study also showed some notes about the need for teachers to understand the conceptual difference between means of teaching and learning processes. In addition, the need to draw up proposals use of TIC as Cognitive Tools was perceived, enabling students to be active subjects in the teaching-learning process. A noticeable difficulty was not routine shutdown in class to think about new possibilities.
The information and communication technologies (TIC) are becoming increasingly common in schools in Brazil. One of the main insertion programs of TIC in Brazilian schools was PROUCA, which allocated a Laptop Education for each student participating educational institutions. Studies show that both PROUCA, the schools receiving technological devices through other programs, the use of TIC has not always been directed to modify the learning experiences, often used for the purpose of strengthening the traditional process of education. In this context, at least since 2006, a number of studies have developed a theoretical model called Technological Pedagogical Content Knowledge (TPACK), in order to understand what knowledge is mobilized by teachers to use TIC in the classroom, particularly in view to enhance the experiences of meaningful learning. The model shows the TPACK as the ability of a particular teacher recognize the potential use of some TIC to improve and/or expand the student's knowledge about certain content. On the other hand, studies have TPACK depth research on the process of transformation of this knowledge when teachers engage in continuing education processes. In other words, little is known what are the barriers and experiences that can enhance the development of TPACK teachers who make little use of ICT in the classroom. For this reason, this study proposed a qualitative research in a gaucho Northwest school that is part of the project one computer per student (PROUCA). The research aimed to analyze the development of Technological Knowledge and Pedagogical Content of elementary school teachers participating in a collaborative group of continuing training on the use of digital tools in the classroom. The study consisted of three stages: (A) initial diagnosis in order to meet the institution's context and the use of TIC in school, (B) the development of collaborative continuing education meetings that aimed to question the use of the room in TIC class and study use the same opportunities, (C) final interviews to potentially capture TPACK possible modifications of the teachers involved. The results obtained in phase "A" is shown displayed, similar to other studies. During this period, difficulties were identified in using TIC as a tool that would help in the teaching-learning movement, because normally the proposals followed a path directed to the search for information to answer questions forwarded by teachers. The study also showed some notes about the need for teachers to understand the conceptual difference between means of teaching and learning processes. In addition, the need to draw up proposals use of TIC as Cognitive Tools was perceived, enabling students to be active subjects in the teaching-learning process. A noticeable difficulty was not routine shutdown in class to think about new possibilities.
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Palavras-chave
Educação, TIC, TPACK, Education