Tecnologias da Informação e Comunicação na prática pedagógica docente
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Data
2016-08
Autores
Orientador
Strohschoen, Andreia Aparecida Guimarães
Banca
Strohschoen, Andreia Aparecida Guimarães
Schwertner, Suzana Feldens
Neide, Italo Gabriel
Johann, Liana
Título do periódico
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Título do Volume
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Resumo
A sociedade tem passado por constantes mudanças ao longo de sua existência. Nesse contexto, destacamos as Tecnologias de Informação e Comunicação (TICs), que fazem parte do nosso cotidiano por meio de diversas ações. Em função disso, destaca-se a relevância do estudo e discussão dessa temática nos ambientes escolares. O problema de pesquisa que direcionou este estudo foi o seguinte: Como as TICs têm sido utilizadas como estratégia de ensino e aprendizagem em cursos técnicos, considerando, especificamente, os oferecidos pelo IFMA Campus São Raimundo das Mangabeiras, Maranhão? Partindo dessa problemática, o objetivo geral foi analisar a utilização das TICs nos processos de ensino e de aprendizagem no câmpus em questão. Para alcançar o propósito do objetivo geral, estabelecemos os seguintes objetivos específicos: identificar as principais TICs utilizadas pelos docentes nos processos de ensino e de aprendizagem dos cursos técnicos do IFMA Campus São Raimundo das Mangabeiras; analisar como as TICs têm sido utilizadas em sala de aula pelos docentes desses cursos técnicos; investigar a percepção dos docentes e dos discentes em relação ao uso das TICs em sala de aula. A amostra da pesquisa abrangeu docentes e discentes do IFMA Campus São Raimundo das Mangabeiras, localizado no município São Raimundo das Mangabeiras – MA. A amostra contemplou seis docentes que lecionam nas turmas do terceiro ano dos cursos técnicos em Agropecuária, Meio Ambiente e Informática dos turnos matutino, vespertino e noturno. Também compuseram a amostra investigada 67 alunos matriculados nos referidos cursos. A amostra foi constituída de forma voluntária, por adesão individual. Em virtude da forma de abordagem do problema, este estudo tem natureza qualitativa, e a investigação de seu objeto de estudo ocorreu por meio da pesquisa exploratória. Quanto aos procedimentos técnicos, o presente estudo se caracteriza como uma pesquisa de campo. Nesse sentido, as ações desenvolvidas abrangeram revisão de literatura, entrevista semiestruturada com docentes, aplicação de questionário misto com os discentes e análise das informações coletadas. Os dados coletados foram analisados e discutidos utilizando análise textual discursiva. Os resultados deste estudo demonstraram que, de acordo com as informações apresentadas pelos discentes, a TIC de maior expressão foi o datashow, citado por unanimidade pelos participantes da pesquisa, seguido por livros, computador, pendrive, aparelho de som, Power point e internet. Todos os docentes que responderam à entrevista foram unânimes em afirmar que usam as TICs em suas práticas pedagógicas, destacando-se entre estas o computador e o datashow. Por meio da análise de como as TICs têm sido utilizadas em sala de aula pelos docentes, constatou-se que todos afirmaram que são favoráveis ao uso das tecnologias como recurso didático e que adotam tais recursos em suas práticas educativas cotidianas, fato confirmado pelos discentes. Quanto ao terceiro objetivo deste trabalho, percebe-se que os sujeitos participantes da pesquisa compreendem e definem o que são as tecnologias de informação e comunicação e as implicações do seu uso no espaço educativo. Este estudo contribuiu para a minha vida acadêmica e profissional, ampliando o meu olhar sobre as possibilidades de uso das TICs em sala de aula, bem como das limitações que ainda persistem para a efetivação de práticas pedagógicas mediadas pelo uso desses recursos.
Society has undergone constant changes throughout its existence. In this context, this dissertation highlights the Information and Communication Technologies (ICTs), which are part of our daily lives through various actions. As a result, there is a relevance of the study and discussion of this theme in school environments. The research problem that directed this study was the following: how ICTs have been used as a teaching and learning strategy in technical courses, considering specifically those offered by IFMA Campus São Raimundo das Mangabeiras, Maranhão? From this issue the general aim was to analyze the use of ICT in teaching and learning processes on campus in question. To achieve the main purpose we have developed the following specific objectives: identify main ICT’s used by teachers in the teaching and learning processes of technical courses of IFMA Campus São Raimundo das Mangabeiras; analyze how ICTs have been used in the classroom by teachers of these technical courses; investigate the perception of teachers and students regarding the use of ICT in the classroom. The sample survey covered teachers and students from IFMA Campus São Raimundo das Mangabeiras, located in São Raimundo das Mangabeiras - MA. The sample included six teachers who se teach classes in the third year of technical courses in Agriculture, Environment and Information Technology in different shifts, morning, afternoon and evening. Also it was investigated 67 students enrolled in these courses. The sample was made on a voluntary basis, for individual membership. Because of the way to approach the problem, this study is qualitative and research their subject matter took place through exploratory research. As for technical procedures, this study is characterized as a field research. In this sense, the actions developed covered literature review, semi-structured interviews with teachers, mixed questionnaire application with the students and analysis of collected information. The collected data were analyzed and discussed using discursive textual analysis. The results showed that, according to information provided by the students, the main utilized ICT was the data show, cited unanimously by the participants, followed by books, computer, flash drive, stereo, PowerPoint and internet. All teachers who responded to the interview were unanimous that use ICT in their teaching practices standing out among these the computer and the data show. Through the analysis of how ICTs have been used in the classroom by teachers, it was found that all said they favor the use of technology as a teaching resource and adopt these resources in their daily educational practices, a fact confirmed by students. The third objective of this work is noticed that the subjects survey participants understand and define what are the information and communication technologies and the implications of its use in the educational space. This study adds to my academic and professional life, expanding my eye on the possible uses of ICT in the classroom, as well as the limitations that still exist for the realization of educational practices mediated by the use of these resources.
Society has undergone constant changes throughout its existence. In this context, this dissertation highlights the Information and Communication Technologies (ICTs), which are part of our daily lives through various actions. As a result, there is a relevance of the study and discussion of this theme in school environments. The research problem that directed this study was the following: how ICTs have been used as a teaching and learning strategy in technical courses, considering specifically those offered by IFMA Campus São Raimundo das Mangabeiras, Maranhão? From this issue the general aim was to analyze the use of ICT in teaching and learning processes on campus in question. To achieve the main purpose we have developed the following specific objectives: identify main ICT’s used by teachers in the teaching and learning processes of technical courses of IFMA Campus São Raimundo das Mangabeiras; analyze how ICTs have been used in the classroom by teachers of these technical courses; investigate the perception of teachers and students regarding the use of ICT in the classroom. The sample survey covered teachers and students from IFMA Campus São Raimundo das Mangabeiras, located in São Raimundo das Mangabeiras - MA. The sample included six teachers who se teach classes in the third year of technical courses in Agriculture, Environment and Information Technology in different shifts, morning, afternoon and evening. Also it was investigated 67 students enrolled in these courses. The sample was made on a voluntary basis, for individual membership. Because of the way to approach the problem, this study is qualitative and research their subject matter took place through exploratory research. As for technical procedures, this study is characterized as a field research. In this sense, the actions developed covered literature review, semi-structured interviews with teachers, mixed questionnaire application with the students and analysis of collected information. The collected data were analyzed and discussed using discursive textual analysis. The results showed that, according to information provided by the students, the main utilized ICT was the data show, cited unanimously by the participants, followed by books, computer, flash drive, stereo, PowerPoint and internet. All teachers who responded to the interview were unanimous that use ICT in their teaching practices standing out among these the computer and the data show. Through the analysis of how ICTs have been used in the classroom by teachers, it was found that all said they favor the use of technology as a teaching resource and adopt these resources in their daily educational practices, a fact confirmed by students. The third objective of this work is noticed that the subjects survey participants understand and define what are the information and communication technologies and the implications of its use in the educational space. This study adds to my academic and professional life, expanding my eye on the possible uses of ICT in the classroom, as well as the limitations that still exist for the realization of educational practices mediated by the use of these resources.
Descrição
Palavras-chave
TICs; Ensino; Aprendizagem; Cursos técnicos
Citação
SANTOS, Domingas Cantanhede Dos. Tecnologias da Informação e Comunicação na prática pedagógica docente. 2016. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, jan. 2016. Disponível em: http://hdl.handle.net/10737/1047.