Impressões digitais: sentidos construídos por docentes no processo de ensino-aprendizagem com e sobre as tecnologias digitais

Abstract

The research named "Fingerprints: meanings built by instructors in the process of teaching and learning with digital technologies" was developed in three public city schools from Juiz de Fora, state of Minas Gerais, as trying to understand the continuing formation of teachers towards the use of digital technologies in their classrooms. In this work, when studying training teachers, an attempt was made to know and understand other subjects, other consciences and other worlds, by dialoguing with them. From the theoretical and methodological approach to the cultural-historical perspective, the research was organized from the following question: "how does the teaching-learning process of digital technologies develop in teachers belonging to the Information Technology course in three public city schools in Juiz de Fora?" In the undertaking analysis process, three meaning core were addressed. In the first one, "The digital toolkit: reflections on its use in the classroom", the aspects regarding the organization and workings of the course were analysed, noting the resources for learning with and about the digital technologies and the utilization of open-source/free software. In the second, "Meanings created by the instructors about the teaching-learning process", a more intense reflection was done about the teching-learning process on the course "Information Technology (IT) and Communication in Education". The pedagogic and personal uses for digital technologies by teachers and students alike was observed. In the third meaning core, "Otherness and Individuality in the Collective: the transformation of courses in study and work groups" the peculiarities of the course "Information Technology (IT) and Communication in Education" in regard to the groups of students formed in the three schools of the study was observed. The dialoguing movement, the cumplicity, the solidarity and the mutual sharing of experiences raised questions about the differentials from this course to the ones which are usually found in the literature, in researches about this subject, and in our daily lives. In the end, the research's theorical and methodological fundamentals were resumed by discussing up on the investigative work with teachers in training and the meanings constructed during the course of this research. Teacher training peer, articulated the potential of digital technologies, was the great contribution of this thesis to research in Humanities.