As tecnologias de informação e comunicação: um olhar para a formação continuada dos docentes nos anos iniciais do ensino fundamental

Abstract

This dissertation, developed within the scope of the Professional Master's Program in Education Management and Evaluation (PPGP) at the Federal University of Juiz de Fora (UFJF), addresses the relevance of continuing education for early years elementary school teachers in the use of Information and Communication Technologies (ICT). The study investigates, in the context of the Vale do Saber School (a fictitious name), located in Juiz de Fora (MG), the barriers that hinder the implementation of ICT-focused training programs and seeks to understand the impact of public continuing education policies between 2014 and 2024. The main objective of this work is to analyze the impact of these policies on the integration of ICT into the teaching and learning process. Its specific objectives include describing existing public policies, analyzing the challenges faced by teachers and school managers, and proposing strategic actions to enhance the use of ICT within the institution. This qualitative research employed interviews, questionnaires, and document analysis as its primary instruments. The results highlighted progress in public policies promoting the use of ICT but also revealed significant implementation gaps, such as the underuse of technological equipment and a lack of ongoing teacher training. In response to these challenges, an Educational Action Plan (PAE) was developed, aligned with the BNCC for Computing, to foster a digital culture in the school through three proposals: Action 1: Strategies for the Integration and Mobilization of ICT in the Early Years at Vale do Saber School; Action 2: Training Plan for the Efficient Use of Equipment and Digital Platforms; Action 3: Strategies and Monitoring for Building a Digital Culture in the Early Years of Elementary Education at Vale do Saber School. The conclusions reinforce the need for committed school leadership and engaged teachers in the pursuit of pedagogical practices that effectively integrate ICT, recognizing the positive impact of these technologies in promoting a more meaningful and transformative education.