Tecnologias digitais de informação e comunicação no ensino médio: possibilidades e limitações a partir do retorno às aulas presenciais
Data
2022-12
Autores
Orientador
Neuenfeldt, Derli Juliano
Banca
Schuck, Rogério José
Quartieri, Marli Teresinha
Fonseca, Denise Grosso Da
Título do periódico
ISSN
Título do Volume
Editor
Resumo
A presente dissertação de mestrado em Ensino é fruto de uma pesquisa realizada após a experiência com o Ensino Remoto Emergencial, junto à gestão e a professores de uma instituição educacional da rede pública de ensino médio, localizada no sudoeste do Pará. Este trabalho de pesquisa objetivou analisar e compreender se e como o uso de tecnologias digitais de informação e comunicação no período da pandemia de Covid-19 impactou a prática pedagógica de professores do Ensino Médio, no retorno às aulas presenciais. Para tanto, foram utilizados como embasamento teórico, autores como: Nóvoa (2019); Tardif (2014); Pimenta (2019); Moran (2022, 2021, 2019, 2018); Levy (2011); Kenski (2013), dentre outros, que nortearam as reflexões e discussões acerca da temática proposta. Neste intento, o percurso metodológico desta pesquisa foi de cunho qualitativo e descritivo. Os sujeitos foram professores atuantes no 2o ano do ensino médio, além da equipe diretiva. Para a coleta das informações, realizada em março de 2022, com a gestora, e, em maio de 2022, com os professores, utilizou-se a técnica da entrevista semiestruturada. Para analisar e interpretar as informações obtidas, fez-se uso da Análise Textual Discursiva, proposta por Moraes e Galiazzi (2016), da qual emergiram três categorias: Nós somos velhos, mas a gente gosta de aprender; chegou muito bem em alguns, mas não chegou muito bem em outros; se a gente não entrar no mundo deles, a gente não consegue mais acessá-los. A partir da análise das informações obtidas, constatou-se que a formação inicial dos professores não contemplou o uso das TDIC, exceto, um entrevistado, que teve esta formação inicial. Já na formação continuada, houve capacitação para usar os equipamentos digitais; porém, no período pandêmico devido ao Covid-19, este aprendizado não foi suficiente para suprir as necessidades pedagógicas. Assim, os professores precisaram custear sua formação, a fim de atender as demandas que surgiram no período do ensino remoto emergencial, já que não usufruíram da formação ofertada pelo Estado, segundo a gestora. Nesse sentido, foram vislumbradas inúmeras possibilidades, a partir da inserção das TDIC no âmbito educacional, tais como: novas práticas pedagógicas; a utilização de plataformas digitais como salas de aula virtualizadas; aprendizado com os pares; entre outras. Contudo, também houve limitações quanto à inserção tecnológica: a precariedade do fornecimento de internet; a má infraestrutura organizacional; a não utilização das metodologias ativas como percursoras do protagonismo dos alunos. Na volta às aulas presenciais, foram percebidos sinais de ruptura quanto ao uso das TDIC: os alunos continuaram usando as TDIC para fins educacionais; o ensino híbrido despontando de maneira natural entre os professores; redes sociais articuladas com a prática docente. No entanto, conclui-se que, após retorno ao ensino presencial, ficou perceptível a reafirmação do ensino tradicional e que as TDIC não têm lugar garantido na escola, em especial, os celulares que voltaram para as caixinhas, na escola em estudo. Portanto, ficou evidente que, no retorno às aulas presenciais, apesar do potencial apresentado no período pandêmico, as TDIC estão sendo pouco utilizadas pelos professores para desenvolver suas práticas.
The present Master's thesis in Teaching is the result of a research carried out after the experience with Emergency Distance Learning, along with the management and the teachers of an educational institution of the public high school network located in the southwest of Pará. This research work aimed at analyzing and understanding whether and how the use of digital information and communication technologies in the period of the Covid-19 pandemic impacted the pedagogical practice of high school teachers when returning to face-to-face classes. For this purpose, authors such as: Nóvoa (2019); Tardif (2014); Pepper (2019); Moran (2022, 2021, 2019, 2018); Levy (2011); Kenski (2013), among others, were used as theoretical framework and guided the reflections and discussions on the proposed theme. In this endeavor, the methodological approach was qualitative and descriptive. The research subjects were teachers working in the second year of high school, in addition to the management team. For the collection of information, which was carried out in March 2022 with the manager and in May 2022 with the teachers, the technique of semi-structured interview was used. To analyze and interpret the information obtained, the Discursive Textual Analysis was used, proposed by Moraes and Galiazzi (2016), from which three categories emerged: we are old, but we like to learn; it came well for some, but not very well for others; if we don't get into their world, we can't access them anymore. From the analysis of the information obtained, it was verified that the initial teacher training did not include the use of DICT, with the exception of one interviewee who had it. In continuing education, there was training in the use of digital equipment; however, in the period of the Covid-19 pandemic, this learning was not enough to meet the pedagogical needs. Thus, teachers had to pay for their training in order to meet the demands that arose in the period of emergency distance learning, as they did not take advantage of the training offered by the State, according to the manager. In this sense, numerous possibilities were conceived from the insertion of DICT in the educational environment, such as: new pedagogical practices; the use of digital platforms as virtualized classrooms; peer instruction; among others. However, there were also limitations regarding this technological insertion: the precariousness of the internet supply; poor organizational infrastructure; the non-use of active methodologies as a forerunner of student protagonism. Back to face-to-face classes, signs of disruption were noticed related to the use of DICT: students continued using DICT for educational purposes; blended learning emerged naturally among teachers; social media articulated with teaching practice. However, it is concluded that, after returning to face-to-face learning, the reaffirmation of traditional teaching was noticeable and that DICT are not guaranteed a place in school, especially cell phones that returned to their boxes at the school under study. Therefore, it became evident that, in the return to face-to-face classes, despite the potential brought forward in the pandemic period, DICT are being little used by teachers to develop their practices.
The present Master's thesis in Teaching is the result of a research carried out after the experience with Emergency Distance Learning, along with the management and the teachers of an educational institution of the public high school network located in the southwest of Pará. This research work aimed at analyzing and understanding whether and how the use of digital information and communication technologies in the period of the Covid-19 pandemic impacted the pedagogical practice of high school teachers when returning to face-to-face classes. For this purpose, authors such as: Nóvoa (2019); Tardif (2014); Pepper (2019); Moran (2022, 2021, 2019, 2018); Levy (2011); Kenski (2013), among others, were used as theoretical framework and guided the reflections and discussions on the proposed theme. In this endeavor, the methodological approach was qualitative and descriptive. The research subjects were teachers working in the second year of high school, in addition to the management team. For the collection of information, which was carried out in March 2022 with the manager and in May 2022 with the teachers, the technique of semi-structured interview was used. To analyze and interpret the information obtained, the Discursive Textual Analysis was used, proposed by Moraes and Galiazzi (2016), from which three categories emerged: we are old, but we like to learn; it came well for some, but not very well for others; if we don't get into their world, we can't access them anymore. From the analysis of the information obtained, it was verified that the initial teacher training did not include the use of DICT, with the exception of one interviewee who had it. In continuing education, there was training in the use of digital equipment; however, in the period of the Covid-19 pandemic, this learning was not enough to meet the pedagogical needs. Thus, teachers had to pay for their training in order to meet the demands that arose in the period of emergency distance learning, as they did not take advantage of the training offered by the State, according to the manager. In this sense, numerous possibilities were conceived from the insertion of DICT in the educational environment, such as: new pedagogical practices; the use of digital platforms as virtualized classrooms; peer instruction; among others. However, there were also limitations regarding this technological insertion: the precariousness of the internet supply; poor organizational infrastructure; the non-use of active methodologies as a forerunner of student protagonism. Back to face-to-face classes, signs of disruption were noticed related to the use of DICT: students continued using DICT for educational purposes; blended learning emerged naturally among teachers; social media articulated with teaching practice. However, it is concluded that, after returning to face-to-face learning, the reaffirmation of traditional teaching was noticeable and that DICT are not guaranteed a place in school, especially cell phones that returned to their boxes at the school under study. Therefore, it became evident that, in the return to face-to-face classes, despite the potential brought forward in the pandemic period, DICT are being little used by teachers to develop their practices.
Descrição
Palavras-chave
Ensino; Ensino Médio; Práticas Pedagógicas; Professores; TDIC; Teaching; High School; Pedagogical Practices; Teachers; DICT
Citação
OLIVEIRA, Elzanira Sousa De. Tecnologias digitais de informação e comunicação no ensino médio: possibilidades e limitações a partir do retorno às aulas presenciais. 2022. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 15 dez. 2022. Disponível em: http://hdl.handle.net/10737/3505.