Tecnologias Digitais de Informação e Comunicação (TDICs) na escola e em ambientes não escolares
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2017-06
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Strohschoen, Andreia Aparecida Guimarães
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Strohschoen, Andreia Aparecida Guimarães
Rehfeldt, Márcia Jussara Hepp
Marchi, Miriam Ines
Filho, Raymundo Carlos Machado Ferreira
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A presente dissertação tem como tema a utilização de Tecnologias Digitais de Informação e Comunicação (TDICs) na escola e em ambientes não escolares, por professores e alunos da Educação Básica, considerando os processos de ensino e de aprendizagem. É sabido que as TDICs passaram a ser inseridas amplamente na sociedade, porém, no ambiente escolar parece haver certo distanciamento da sala de aula. Contudo, é perceptível o interesse dos alunos pelas tecnologias. Assim, o problema de pesquisa que direcionou este estudo foi: “Como professores e alunos da Educação Básica fazem uso das TDICs na escola e em ambientes não escolares, no que se refere aos processos de ensino e de aprendizagem”? A partir desta problemática, objetivou-se investigar as relações entre alunos, professores e TDICs e, mais especificamente: a) Compreender como os professores dos Anos Finais do Ensino Fundamental utilizam as TDICs em suas práticas pedagógicas, identificando ferramentas e estratégias que utilizam as tecnologias; b) Conhecer as percepções dos professores quanto ao aprendizado dos alunos com a utilização das TDICs nas aulas; c) Identificar como os alunos utilizam as TDICs para sua aprendizagem, em ambientes escolares e não escolares; d) Analisar as percepções dos alunos quanto à utilização de TDICs por seus professores nas estratégias de ensino e em relação a sua aprendizagem. Esta investigação caracterizou-se como pesquisa básica e de campo, com caráter exploratório e descritivo, utilizando-se do método dedutivo. Sua aplicação, de cunho quali-quantitativa envolveu três escolas do município de Lajeado/RS. Foram entrevistados 12 professores, divididos pelas áreas do conhecimento. As entrevistas foram individuais, gravadas e transcritas, analisadas mediante Análise Textual Discursiva. Envolveu, ainda, 266 alunos, distribuídos em 12 turmas do 6º ao 9º ano do Ensino Fundamental. Destes, 79 alunos responderam um questionário online, elaborado na plataforma Google Forms, disponibilizado aos mesmos através de e-mail ou rede social. Os dados obtidos geraram gráficos, analisados pela estatística descritiva. Quanto à utilização das TDICs, verificou-se que todos os professores entrevistados utilizam alguma tecnologia, na escola ou fora do ambiente escolar, considerando sua prática pedagógica. A TDIC mais citada foi a Internet. Através dela, os professores buscam frequentemente atividades para complementar suas aulas, desde tarefas básicas a outros recursos midiáticos em menor frequência, realizando atividades pontuais. Em relação à aprendizagem dos alunos, três-quartos dos professores considerou que as TDICs favorecem este processo, tornando-os mais interessados e participativos. Quanto à utilização das TDICs pelos alunos, mais de 70% disse utilizar a Internet para estudar quando está fora da escola, não ficando restrito o estudo ao ambiente escolar. Porém, o conteúdo priorizado não se refere aos estudos, e sim às atividades de lazer e entretenimento, em especial às redes sociais, com destaque para o Facebook. Em relação à visão dos alunos quanto às práticas pedagógicas dos professores, constatou-se que estes percebem pouco o uso das TDICs nas aulas, já que citaram poucas práticas nas quais estas apareceram, sendo mais comumente a pesquisa na Internet. Quanto à aprendizagem, os alunos sentem-se mais envolvidos e julgam mais eficientes as estratégias em que as tecnologias estão presentes.
The present dissertation has as its theme the use of digital information and communication technologies (DICT) in school and in non-school environments, by teachers and students of Basic Education, considering the teaching and learning processes. It is known that DICT have come to be widely incorporated in society, but in the school environment there seems to be some distance of it from the classroom. However, students' interest in technologies is perceptible. Thus, the research problem that guided this study was: "How do teachers and students of Basic Education make use of DICT in school and in non-school environments, regarding teaching and learning processes"? From this problem, the objective was to investigate the relationships among students, teachers and DICT and, more specifically: a) To understand how teachers of the final years of Elementary School use the DICT in their pedagogical practices, identifying tools and strategies that use the technologies; b) To know the teachers’ perceptions regarding the students learning with the use of the DICT in the classes; c) To identify how students use the DICT for their learning, in school and non-school environments; d) To analyze the students’ perceptions regarding the use of DICT by their teachers in teaching strategies and in relation to their learning. This research was characterized as basic and field research, with an exploratory and descriptive character, using the deductive method. Its qualitative-quantitative application involved three schools in Lajeado/RS. Twelve teachers were interviewed, divided by areas of knowledge. The interviews were individual, recorded and transcribed, analyzed through discursive textual analysis. It also involved 266 students, distributed in 12 classes from the 6th to 9th grade of Elementary School. Of these, 79 students answered an online questionnaire, elaborated in the Google Forms platform, made available through e-mail or social network. The obtained data generated graphs, analyzed by the descriptive statistics. Regarding the use of DICT, it was verified that all teachers interviewed use some DICT, at school or outside the school environment. The most cited DICT was the Internet. Through it, teachers often look for activities to complement their classes, from basic tasks to other media resources less frequently, performing punctual activities. Regarding students’ learning, three-quarters of the teachers considered that DICT favor this process, making students more interested and participatory. Regarding the use of DICT by students, more than 70% said they use the Internet to study when they are out of school, and the study is not restricted to the school environment. However, the content prioritized does not refer to studies, but to leisure and entertainment activities, especially social networks, highlighting Facebook. Regarding the students view of teachers’ pedagogical practices, it was observed that students perceive little use of DICT in class, since they mentioned few practices in which they appeared, being more common the research in the Internet. Concerning learning, students feel more involved and think the more efficient strategies are those in which technologies are present.
The present dissertation has as its theme the use of digital information and communication technologies (DICT) in school and in non-school environments, by teachers and students of Basic Education, considering the teaching and learning processes. It is known that DICT have come to be widely incorporated in society, but in the school environment there seems to be some distance of it from the classroom. However, students' interest in technologies is perceptible. Thus, the research problem that guided this study was: "How do teachers and students of Basic Education make use of DICT in school and in non-school environments, regarding teaching and learning processes"? From this problem, the objective was to investigate the relationships among students, teachers and DICT and, more specifically: a) To understand how teachers of the final years of Elementary School use the DICT in their pedagogical practices, identifying tools and strategies that use the technologies; b) To know the teachers’ perceptions regarding the students learning with the use of the DICT in the classes; c) To identify how students use the DICT for their learning, in school and non-school environments; d) To analyze the students’ perceptions regarding the use of DICT by their teachers in teaching strategies and in relation to their learning. This research was characterized as basic and field research, with an exploratory and descriptive character, using the deductive method. Its qualitative-quantitative application involved three schools in Lajeado/RS. Twelve teachers were interviewed, divided by areas of knowledge. The interviews were individual, recorded and transcribed, analyzed through discursive textual analysis. It also involved 266 students, distributed in 12 classes from the 6th to 9th grade of Elementary School. Of these, 79 students answered an online questionnaire, elaborated in the Google Forms platform, made available through e-mail or social network. The obtained data generated graphs, analyzed by the descriptive statistics. Regarding the use of DICT, it was verified that all teachers interviewed use some DICT, at school or outside the school environment. The most cited DICT was the Internet. Through it, teachers often look for activities to complement their classes, from basic tasks to other media resources less frequently, performing punctual activities. Regarding students’ learning, three-quarters of the teachers considered that DICT favor this process, making students more interested and participatory. Regarding the use of DICT by students, more than 70% said they use the Internet to study when they are out of school, and the study is not restricted to the school environment. However, the content prioritized does not refer to studies, but to leisure and entertainment activities, especially social networks, highlighting Facebook. Regarding the students view of teachers’ pedagogical practices, it was observed that students perceive little use of DICT in class, since they mentioned few practices in which they appeared, being more common the research in the Internet. Concerning learning, students feel more involved and think the more efficient strategies are those in which technologies are present.
Descrição
Palavras-chave
TDICs; Ensino; Aprendizagem; Gerações; Redes sociais
Citação
GEWEHR, Diógenes. Tecnologias Digitais de Informação e Comunicação (TDICs) na escola e em ambientes não escolares. 2016. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 16 dez. 2016. Disponível em: http://hdl.handle.net/10737/1576.