Escola.edu: as políticas públicas de formação docente para o uso das tecnologias digitais na rede municipal de ensino de Juiz de Fora

Abstract

The present research part of investigative question: how come if being, historically, public policies of teacher training for the use of Digital Technologies of Information and Communication in the municipal education of Juiz de Fora? The research is qualitative, oriented on cultural-historical approach, supported by Lev S. Vygotsky and Mikhail Bakhtin and in the studies of Freitas (2003), associated with Ball's "policy cycle" (BALL, 1994) and Fragoso, Recuero and Amaral's (2012) "search methods on the internet". The research field consisted of the Ministry of Education, the Department of Education (SE) of the Municipality of Juiz de Fora and public schools of the municipal network. The subjects are: (a) two MEC professionals; (b) one head of the SE-JF Training Department, two supervisors of SE-JF teacher training, two professionals in charge of the Municipal Technology Nucleus [NTM] and (c) seven professionals who were responsible for the NTM - in previous administrations - and 34 professionals responsible for the Information Technology Laboratories of the municipal schools. The methodological procedures consisted of a bibliographical survey, document analysis, semi-structured interviews, focus groups and questionnaires. Data analysis is organized into two categories: (1) Infrastructure and (2) Superstructure. Among the findings, it can be seen that the Public Policies of Teacher Training for the use of the Technologies offered by NTM-JF are re-readings of Proinfo 40, short courses, workshops, lectures that try to meet the demand teachers who attend the Computer Studies Group; there are schools without Computer Labs; no internet or with slow internet and with problems in the electric network; there is no time plan planning in most schools for law and public policy studies and training for the use of the TDIC; the NTM-JF offers infrastructural problems; there is a very large turnover of department heads and their teams, responsible for the NTM and teachers who work in LI schools. The research argues that, for the constitution and execution of public educational policies, it is necessary to configure a cybrid architecture [superstructure and infrastructure, integrated with all training spaces and with society]. It is necessary to make a project for the pedagogical-cultural use of the TDIC in the municipal network, together with an increase in the number of computers, acquisition of new equipment and reform of the electric network for the LI of the schools and for the NTM-JF. The school has the potential to assume and establish itself as a teacher-training body. If a policy is actually implemented in the context of "practice" (BALL, 1994), the solution may lie be in the in educational network itself, in which new pedagogical and cultural paradigms can be created and experienced. The municipal public network, in its physical and pedagogical structure available now - after a reconfiguration to best suit its purposes - can suggest possibilities for the formation of teachers, indicating routes, determining times and formative spaces within the Department of Education and schools.