Práticas pedagógicas nos anos iniciais com tecnologias de informação e comunicação em uma escola estadual de Minas Gerais: desafios e perspectivas

Abstract

This dissertation was developed as part of the Professional Master's Degree in Education Management and Evaluation (PPGP) at the Center for Public Policy and Education Evaluation at the Federal University of Juiz de Fora (CAEd/UFJF). The case study discusses the difficulties faced by Early Years teachers at a state school in a municipality in Minas Gerais in using Information and Communication Technologies (ICTs) in their teaching practices. This educational institution has technological resources, but it is clear that teachers make little use of them as a teaching strategy. Therefore, this case aims to answer the following question: How can ICTs be better and more widely used in the Early Years of Primary Education at the school in question? Faced with this question, the general aim of this study was to analyze the difficulties faced by Early Years teachers at the same school in incorporating ICTs into their teaching practices and to propose actions to address the problems identified. The specific objectives were: i) to describe the use of ICTs in the pedagogical practices of teachers in a state school in Minas Gerais, especially teachers in the Early Years of Primary School; ii) to analyze the causes of the low use of ICTs by teachers in the Early Years of this school; iii) to propose actions for the problems identified and analyzed in relation to the low use of ICTs by teachers in the Early Years of Primary School in the same school. This study is based on a qualitative methodology and uses conversation circles with Early Years teachers and interviews with the supervisors as field research tools. The theoretical framework of this study encompasses the analyses of researchers such as Bruno (2021); Costa, Cassimiro and Silva (2021); Moran (2017), Moran, Masetto and Behrens (2000) and Silva and Viana (2019) who establish a connection between school management, teacher training, pedagogical practices and the insertion of ICTs in the educational context. From the analysis, it was identified that the incorporation of ICTs into pedagogical practices faces challenges such as the lack of targeted projects, lack of management support, the need for teacher training, resistance to new practices and inadequate infrastructure. In view of this, an Educational Action Plan (PAE) is proposed in order to reformulate the Pedagogical Political Project (PPP) to integrate ICTs, offer technical and pedagogical training to teachers, promote conversation circles and reorganize the multipurpose room. It also suggests expanding the computer room with new computers. These actions aim to overcome the difficulties and promote the inclusion of ICTs, improving teaching practice and the school's infrastructure.