O uso pedagógico do celular na sala de aula: o caso de uma escola da Superintendência Regional de Ensino de Diamantina (MG)

Abstract

The present dissertation is developed under 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 management case to be studied will discuss how the pedagogical management deals with the pedagogical use of the cellular apparatus in the classroom, starting from the reality experienced by the teachers and students of a school of the Regional Superintendence of Teaching of Diamantina (MG). The objectives defined for this study were to describe the current context of the use of the cellular apparatus in the mentioned school, to investigate and propose possibilities of optimization of the use of the cellular apparatus as a pedagogical resource in the classroom. To do so, we will use, as methodology, action research, a method of qualitative nature, in addition to other instruments, such as participant observation and the focus group. Before, however, we devoted part of our research to a brief description of the history of the TDIC and their insertion in the educational scenario, through several laws, policies, projects and programs already proposed in this context, with emphasis on ProInfo and its implications in the educational scenario in the state of Minas Gerais. We also highlight the initiatives of the government of Minas Gerais that showed efforts to insert the TDIC in public schools in the context of the state's public schools, as well as the legislation that was in line with these governmental proposals. In order to support the analysis of the data coming from the field to the proposal of an Educational Action Plan (PAE), we also present a theoretical reflection on the concepts and reflections about the new possibilities of teaching and learning using the technologies as pedagogical resources and a review of literatures related to experiences with the use of smartphones in schools. In the analysis of the data of our field research, we identified a) large number of students possess a cell phone, take the device to classrooms and handle even if the Internal Regulation does not allow; b) absence of actions in the Political Pedagogical Project that propose the use of TDIC in the school environment; c) insecurity and resistance of teachers to use the cellular apparatus as a pedagogical tool in the classroom and d) lack of knowledge by the school community of essential concepts for the insertion of TDIC in the school environment, such as digital and media literacy; as the key challenges for managers in dealing with the use of the mobile device in classrooms. Thus, we elaborate a PAE whose actions can be adopted as a reference for the researched school, and other schools that present similar challenges, can think and implement actions to guarantee the pedagogical use of the cellular apparatus. We assume that, despite the prohibitive nature of cellular devices in the classroom, it is possible to list situations in which this device can be used, avoiding occurrences of use outside the context of the activities proposed during the lessons. We hope that in describing the events, individuals and situations observed, transcribing the testimonies, synthesis of documents and opinions of the participating subjects, this study can provide the reader with elements to confirm or not the proposed interpretations, as well as to undertake own interpretations about search results.