A utilização das TICS na educação básica: um estudo de caso na EEEMS (Minas Gerais)

Abstract

The present dissertation is developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The study addresses the insertion of Information and Communication Technologies (ICTs) in the context of Basic Education, specifically, as the teachers of the Eduardo Milton da Silva State School (EEEMS) perform. Although the school has technological equipment, such as laboratories the use of computers, projectors and notebooks, these are used by some teachers in their practices and are not used by others.The interest in the case studied is due to the fact that the researcher is manager of the school and knowledgeable of all existing technological reality.In this context, an exploratory research was carried out with the teachers of Elementary School II and Secondary School, which made it possible to identify how the use of ICTs occurs in the pedagogical practice of teachers. pedagogical practices in the school under study? From this question, this work ho sought to achieve the general objective of "mapping the use of ICTs by EEEMS teachers in their pedagogical practices and identifying the difficulties in incorporating ICT in teaching learning processes. In addition to the exploratory research, a qualitative research was carried out, using a research instrument at the press conference, with 17 primary and secondary school teachers and 02 education specialists. The research sought to problematize issues such as teachers' familiarity with ICTs, conceptions about the use of innovative practices, conceptions about the use of ICTs by students and the school infrastructure. Other issues are addressed in the study, such as: what is the importance of the insertion of ICT in the school context and in the pedagogical practice of teachers? What is the role of school management in continuing teacher education and in the technological infrastructure offered by the school? What factors lead to the underutilization of ICTs in teachers' pedagogical practice? With the analysis of the data obtained, it was possible to identify the obstacles pointed out by teachers for the pedagogical use of ICTs, being technical difficulties of use in pedagogical practice, lack of infrastructure and continuous training, among other problems. Also, from the analysis of the school context and the data collected, to propose an Educational Action Plan (PAE) to strengthen the inclusion of ICTs through the restructuring of the Pedagogical Political Project (PPP), with a focus on improving pedagogical use of ICTs, in the continuous training of teachers, in the linking of performance evaluation to in-service training and use of servers away from the regency to exercise the role of technological advisor in the computer lab.