Docência nos anos finais do ensino fundamental e suas relações com as tecnologias digitais

Abstract

This dissertation legitimizes itself to the field of investigation about the teacher formation passing through the teaching and the innovations in the educational scope. This research aims to investigate teacher education and its contributions to the use of digital technologies in educational practices in a private school in Serra Gaúcha. The problematizations of this study focus, through the theoretical dialogue with Paulo Freire and António da Nóvoa, the observation of how teacher education contributes to the use of digital technologies in educational practices in the Final Years of a private school. This research understands that training is the process that supports teaching practice and is constituted from various movements, such as graduation, courses, symposiums, as well as looking at their practice or the exchange of experience between peers at school. These activities that constitute the teaching subject, because of the insertion of technologies in the school context, cause a dislocation concerning the role of teacher and student, placing them and integrating them as active individuals in the teaching and learning processes. From this perspective, it is discussed how this corpus reverberates in educational practices at school, highlighting the emerging teaching movement of the current educational context. The investigative paths followed the methodological paths of a qualitative research of analytical-interpretative nature. This investigation has as evidence sources institutional documents and semi-structured interviews conducted with teachers who work at elementary school from a private school in Serra Gaucha. To explore the investigated data that emerged from the interviews used the Bardin Content Analysis (2016). The main theoretical contributions selected to theoretically support the investigative pathways, inspire descriptions, substantiate interpretations and reflections are based on Paulo Freire, António da Nóvoa, Pierre Lévy, Denise Leite, and Débora Valletta and Lucia Giraffa, among other theoretical immersions. Three categories emerged from the teaching lines: “Teacher Training”; “Educational Practice” and “Digital Technologies Contributions ”, from which we obtained two subcategories each: as regards to the first category we have: “Digital Technologies Contributions” and Digital Technologies”; the second presented: “Methodological and evaluative processes” and “Educational resources”; and the third: “Potentials and motivation generated by the digital technologies use” and “Digital technologies as Innovation and as Support”. The study showed that teacher education meddles with educational practices and can contribute to the digital technologies use at school, however, preparing teachers for the use of digital technologies in educational practices does not only mean teaching to use of tools and/or software, the biggest challenge in concurrent times is to unleash a more active attitude in the teacher, being the knowledge mediator, beginning the student to the learning center, also making him/her more active in the teaching and learning processes.