As ressignificações do ensino-aprendizagem de biologia requeridas pela inclusão das tecnologias digitais de informação e comunicação (TDICs)

Abstract

In recent years, digital information and communication technologies (DICTs) have profoundly redefined the teaching-learning process. Digital media are not merely mediators of teaching-learning practices; rather, they require, due to their very nature, a transformation in teachers' attitudes and the overcoming of the dichotomous pedagogical conception: activity on one side and passivity on the other. This study aims to analyze, based on the opinions and understandings of teachers who teach biology/science subjects, their conceptions regarding the inclusion and use of DICTs in science education in some municipal, state, and private schools in the central neighborhoods of Teófilo Otoni, MG, in order to reflect on the pedagogical assumptions required for the inclusion and effective use of digital technologies in the classroom, as well as their corresponding new meaning to the teaching-learning process. The data were analyzed and interpreted qualitatively considering participants' opinions, according to the categorization developed through a pedagogical literature review on this contemporary issue, and a quantitative analysis was also applied to closed questions regarding professional training and practice, using electronic spreadsheet tabulation in Google Sheets, directly linked to the form, to determine averages and illustrative graphs. The research outcome is a pedagogical guide, presented in the form of an ebook, serving as a reflective and instructional supplement on the pedagogical challenges inherent in the digital information era, highlighting the redefinition of biology teaching and learning when mediated by DICTs and provides suggestions and explanations on various platforms, programs and applications, currently available on the internet for implementing biology teaching.