Tecnologias e educação : uma análise das práticas pedagógicas dos professores do ensino médio mediadas pelas tecnologias da informação e comunicação

Abstract

The present study aims to analyze the pedagogical practices of the high school teachers having the Information and Communication Technologies - ICT as mediators of these practices. The analyzes concerned about ICT and education, were made from the conceptions and conclusions of studies carried out by Lévy, Kenski, Hargreaves, Veen and Vrakking, Fantin and Rivoltella, among others. The conceptions of the authors used through the studies throughout history. The humanity, due to the invention of certain technologies, has undergone numerous transformations or cultural revolutions that have altered the way of living, acting, thinking, working and interacting both with knowledge and with its equals, and in each of these revolutions the human being adapted and adapted his ideas from the epistemological conceptions of the new ecology. Moreover, the conceptions of these studies in order to be able to fulfill their role of preparing and guiding individuals to act socially, the school as a teaching institution and the teachers responsible for the orientation of the young students, To mediate their pedagogical practice, with the new technologies invented. During the study we carried out qualitative empirical research based on the method of participant observation with six teachers of Mário Spinelli Public High School, who work in this School and Integrated High School of Professional Education EMIEP of the city of Sorriso - MT. The analysis of the data collected in documents and the participants observations were carried out through dimensions created throughout the studies. The analysis showed us that the teachers who were part of this study understand that information and communication technologies as excellent resources that can improve, amplify, resignify or even transform pedagogical practice. However, most of the time of our observations, they used the technologies focusing on the content, as observed the ICT were used to expose, to research and in some cases to share themes developed in the room. It was also verified that the subjects of the research lack a better understanding of the conceptions of the digital age, showing that they are not fully prepared to guide students to interact in the present society, nevertheless demonstrating a great desire to reflect on their pedagogical practice, in order to improve it. The study also shows that changes and reformulations are necessary in many pedagogical practices adopted by teachers considered to be outdated for society and digital students. These re-formulations, which from the digital conceptions, can bring about changes in the pedagogical practices of the high school teachers, taking them from the old model of transmission-memorization-fixation-reproduction of content, giving it a new characteristic based on creativity and The creation, co-creation and sharing of information.