As Tecnologias da Informação e Comunicação na prática pedagógica da Escola de Ensino Médio Luiz Gonzaga de Alcântara: desafios e possibilidades

Abstract

This dissertation is developed within the scope of the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Evaluation of Education at the Federal University of Juiz de Fora (CAEd / UFJF). The management case to be studied will discuss the use of Information and Communication Technologies (ICTs) in the pedagogical practices of Luiz Gonzaga de Alcântara High School, located in Tarrafas, Ceará. This case study is justified by the need to seek strategies to improve the use of ICTs as a pedagogical tool in the teaching process in all disciplines, as defined by the School's Pedagogical Political Project. Based on this situation, the proposed research question is: what strategies can be used so that Information and Communication Technologies are better used in the pedagogical practices of Luiz Gonzaga de Alcântara High School? The general objective defined for this study was to analyze the pedagogical practices of the Luiz Gonzaga de Alcântara High School and propose strategies that allow the optimization of the use of ICTs in its teaching actions. For that, the following specific objectives were defined: I) to describe the pedagogical practices of the Luiz Gonzaga de Alcântara High School, especially with regard to the use of Information and Communication Technologies; II) analyze the difficulties of the Luiz Gonzaga de Alcântara High School regarding the use of ICTs; III) propose strategic actions so that the use of ICTs is optimized in the pedagogical practices of the Luiz Gonzaga de Alcântara High School. We assume as a hypothesis that, although the school has an Informatics Educational Laboratory, internet access and equipment such as microsystem and Datashow - this being used frequently, however without changing the traditional method of the lecture -, the use of ICTs in teaching practice still it is not very effective. To this end, qualitative research was used as a methodology and, as research instruments, questionnaires were applied to teachers, in addition to interviews with the school's management team. As theoretical foundations of this study, approaches from authors such as Cysneiros (1999), Albino and Souza (2016), Reis (2014), Gomes (2002), Valente (2006) and Moran (1997, 2003) were used, among others that bring reflections about the arrival of ICTs in schools and the challenges faced by teachers and managers to implement technological resources in their practices. The study found that among the main difficulties to optimize the use of ICTs at school are the failure in the initial training of teachers, who do not offer them the sufficient development of skills related to the pedagogical use of technologies; the superficial way that the Pedagogical Political Project contemplates the use of ICTs in the practice of teaching and learning, since the document does not contain defined actions that guide the work of teachers in this regard; and the problem of infrastructure, since the technological resources available are insufficient, such as the lack of internet signal in the classrooms. Because of this, an Educational Action Plan is proposed with actions that make it possible to optimize the use of ICTs, such as creating a group responsible for the Community of Practice, offering continuing education for teachers, reformulating the School's Pedagogical Political Project and expanding of the internet signal to the classrooms.