O processo de incorporação das tecnologias em sala de aula em uma escola de Araçuaí/MG

Abstract

This study, developed in the Graduate Program in Management and Evaluation of Public Education of the Federal University of Juiz de Fora, seeks to understand how the management team of a public school located in the municipality of Araçuaí can contribute to the digital inclusion of teachers and to the effective use of the Computer Laboratory in the face of the scarce use of technological resources by teachers in the classroom. The school chosen as a research field targets students in Elementary Education II, that is, from the 6th to the 9th school years, belonging to the Regional Superintendence of Education of Araçuaí / Minas Gerais. Though this educational institution does have technological equipment, these are little used by teachers in the development of their pedagogical work, as well as the Computer Laboratory. In this scenario the following question has arisen: what actions can be developed by the school management for the process of incorporating technologies in the teaching practices in the classroom? Based on this, this work sought to achieve the following objectives: (a) describing the context of the school involved in the research and its technological infrastructure regarding the number of existing technological equipment and investigate whether this data is related to the lack of use by the teachers; (b) analyzing the obstacles pointed out by the research participants that may impair the use of Information and Communication Technology (ICT) in school daily life; (c) proposing actions that may effect the digital inclusion by the faculty in their school routine. From this perspective, the research aimed to problematize issues such as the importance of technology in education, the existence or absence of pedagogical practices allied to ICT and the role of the manager in the promotion of the continuous training of the servers that work in this school. In order to achieve this purpose, qualitative research was chosen, and the instruments used for data production were semi-structured interviews with the Deputy director and the Pedagogical Supervisor. In addition to it, we used the focus group with teachers from different areas of knowledge in order to investigate the obstacles pointed out by them that hinder the use of technological tools in the classroom. Based on the data produced through the field research, an Educational Action Plan (EAP) was proposed through actions that were established for the effective use of ICT in this school, such as teacher training, the pedagogical use of the Computer Laboratory and the Video Room, the strengthening of Digital Inclusion in the School Regiment and in the Political Pedagogical Project, and the improvement of the physical structure of the learning spaces.