Ser e fazer-se docente no ensino médio mediado por tecnologia: o caso do Professor Presencial de Rondônia

Abstract

The present dissertation is developed within the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF), the case of management addresses the exercise of teaching in a technology-mediated educational initiative in the state of Rondônia, more specifically in the so-called Secundary School with Technological Mediation. The research has the following guiding question: How is the teaching practice of Presential Teachers in Secundary School with Technological Mediation in Rondônia? We assume as hypothesis the possibilities of the teaching exercise in a project mediated by technologies in which the Present Teacher present in the classroom acts with technical difficulties and that tends, in several situations, to exercise more technical attributions than pedagogical. The general objective of the study is to investigate the teaching practices resulting from this educational initiative, as well as the difficulties faced by the Presence Teachers who work in Secundary School with Technology Mediation (EMMT). To do so, it will be necessary to: i) describe the Secondary Education with Technological Mediation in Rondônia, ii) analyze the presence of the Presencial Teacher in relation to the procedures for the operationalization of technical instruments and pedagogical mediation in the context of the classroom, and iii) propose a plan of educational action (PAE) so that this professional will be able to have a more significant performance in the didactic-pedagogical aspects and that is not limited to the operation of technological equipment and reproduction of content. To do so, the data to be analyzed will be obtained by documentary research and by the application of questionnaires and interviews. For the theoretical basis, the reflections of authors such as Maia (2010), Campos (2011) and Costa (2015) were used to discuss the EMPMT project in Amazonas. The reflections of Belloni (2012), Masetto (2013), Kenski (2003, 2007, 2009, 2012, 2013), Almeida (2004, 2006, 2010) and Teixeira (2010) were also important here, as they address the specificities of Distance education and the challenges in the educational context in this modality of education. The research also discusses the studies of Moran (2005, 2009, 2008,2013) and Tardif (2002, 2012, 2014), that presents about the performance of teacher on the ground of school, the knowledge necessary to teaching and reinforce importance of teacher’s training who work with technology-mediated educational. The results of this research pointed to three main problems: i) difficulties of Presential Teachers regarding pedagogical with Technological Mediation procedures; ii) need to implement a system of greater control of follow-up visits and pedagogical monitoring that contemplate all EMMT process in the State; iii) difficulty in receiving curriculum components in a timely manner, turnover of the Presential teacher in classroom, factors that have led to serious difficulties in the implementation and consolidation of adequate infrastructure and lack of computers and supplies. Therefore, factors to have led into serious difficulties to implementation and consolidation of this State policy. This way, the following proposals were indicated in the Educational Action Plan: Constitution of the Community of practice in the CREs; Implementation of monitoring system; Potentialize an interaction among actors of the EMMT Project.