As tecnologias da informação e comunicação no ensino médio integrado à educação profissional: um estudo do curso de redes de computadores em uma Escola Estadual de Educação Profissional do Ceará

Abstract

This paper is developed within the context of the Professional Graduate Program in Management and Evaluation of Public Education (PPGP) of the Public Policies and Evaluation of Education Center at the Federal University of Juiz de Fora (CAEd / UFJF). The management case in this paper discusses the use of Information and Communication Technologies (ICT) in curriculum integration and in the development of pedagogical praxis focused on the reality of a State School of Professional Education (EEEP), with emphasis on the Computer Networks course. The research assumes as a hypothesis that the ICT were not part of the routine of students in the Computer Networks course, as cultural resources, when it came to high school teachers of the national core curriculum. Thus, the ICT were exclusively applied by teachers of technical subjects. The general objective of this study was to investigate pedagogical practices with the use of ICT at the EEEP Presidente Roosevelt. The specific objectives of this research are: 1) to analyze how the teachers of the school, from the national core curriculum or from technical subjects, use of ICT; 2) to analyze the actions that make the curriculum integration feasible; 3) to propose an Educational Action Plan - (PAE) after mapping the investigated context and analyzing the hypothesis mentioned. The data analysis produced through questionnaires and interviews showed that teachers had little time for collective planning, focusing on the discussion of certain subjects, in order to enable a greater understanding of technical contents. These discussions took place with a limited number of teachers because the interviewees believed that curriculum integration was only possible between certain subjects. Also, it was observed that some teachers already use ICT as cultural resources, but these experiences have become exclusive. With the research, it was found that the Political Pedagogical Project (PPP) was biased towards a technical tendency, using ICT primarily with the intention of training professionals for the job market. In order to change this reality, an Educational Action Plan (PAE) was proposed to foster space and time for study and reflection on the practices of teachers in the school, which lead to the reformulation of the PPP, so that it is discussed how ICT can be used in the subjects of the school curriculum, curricular integration through collective planning, and continuing teacher training. Due to the Corona Virus (Covid19) pandemic and its consequences for the school, such actions can be developed with the use of digital resources. However, the actions must be taken collectively by the school community, since the success of the Educational Action Plan (PAE) requires the participation of all educational actors. In this case study, developed in a qualitative approach, we used the following instruments for data collection: questionnaires, semi-structured interviews, analysis of documents on official websites of the Ministry of Education, the Department of Education of the State of Ceará and documents of the school, as well as a reference to books and texts by authors dealing with: ICT and Education; and Professional Education and High School.