Gestão das tecnologias digitais nas práticas pedagógicas de docentes de escola pública

Abstract

This dissertation is developed within the scope of the Professional Master's Degree in Education Management and Assessment (PPGP) of the Center for Public Policies and Education Assessment of the Federal University of Juiz de Fora (CAEd/UFJF). The case studied discusses the use of Information and Communication Technologies (ICT) at Escola Caminhos do Saber (ECS), focusing on the use of ICT in pedagogical practices. Thus, this case answers the question: what actions can the ECS management team implement so that teachers intensify the use of Information and Communication Technologies (ICT) in their pedagogical practices? The general objective of this study is to analyze the use of digital technologies by teachers in their pedagogical practices and propose actions for the management team to disseminate the use of ICT in ECS. The specific objectives are: i) to describe the context of ECS regarding the use of digital technologies in pedagogical practices; ii) to analyze the reasons that makes the use of ICT in pedagogical practices difficult or hard; and iii) to propose actions to intensify the use of ICT in pedagogical practices of ECS teachers. The theoretical framework of this study encompasses the analyses of researchers who address school and pedagogical management and Digital Culture, such as Lück (2000, 2009, 2012, 2014, 2017), Kenski (2003, 2018, 2023) and Bruno (2021). The analyses of Moran (2000, 2003, 2004, 2013), who addresses innovative education, and Vasconcellos (2010, 2019), who presents educational planning, are also used. The methodology of this study has a qualitative approach. For field research, the instruments used are documentary research, interviews with school management, experts and discussion groups with teaching staff. The analyses of this study pointed out three axes considered obstacles to the implementation of digital technologies in ECS: Axis 1: The absence of proposals that encourage the use of ICT as pedagogical resources; Axis 2: The concentrated use of ICT by some teachers; Axis 3: Lack of teacher training at school for teachers in the use of these technologies. With this information in hand, the study proposes an Educational Action Plan (PAE) with the aim of overcoming the challenges faced by the institution and serving as a reference for other schools interested in promoting the use of technologies. The proposed actions include restructuring the Political Pedagogical Project, developing an integrated pedagogical plan, and offering ongoing training for teachers at the school. Finally, the study presents the final considerations, reflecting on the research path, the challenges faced, the gaps identified, and the limitations encountered, with the aim of contributing to new studies on the topic.