Tecnologias Digitais de Rede, integração curricular e práticas culturais de professores do final do ensino fundamental

Abstract

The Digital Network Technologies (DNT) are more frequent in the everyday life of school, be it through establishment of public policies of digital inclusion, as well as from agents (teachers and pupils) who take part in that context. The schools need to find ways to insert such technologies in their curriculum, so that the use by the teachers, and as a result, by the pupils, has its potential widened. What has been seen in the research regarding this matter (KENSKI, 2009; BUZATO, 2006; SILVA, 2011) and in the professional activity of this researcher - a Librarian in the Section Library of Education in the Federal University of Mato Grosso (UFMT) – are difficulties found by the pupils and teachers alike to use those technologies in a potential way in the educational environments. Thinking about the cultural practices of educators regarding technologies in school, more precisely in the school curriculum, becomes more and more necessary. In this sense, this research has its main goal on labeling and understanding the meanings brought up by the educators at the Second and Third Stages of the Third Cycle of a public school in Cuiabá, Mato Grosso, regarding integration of DNT into the curriculum. For this purpose, bibliographical, documental and field research have been conducted. For collection and data analysis, our theoretical support is in the comprehension of curriculum as a discourse, proposed by Lopes and Macedo, starting from the concept of discourse by Laclau and Mouffe, and on Policy Cycle, proposed by Ball. The research started by bibliographical survey of Coordination for the Improvement of Higher Education Personnel (Capes) and at the Brazilian Library of Theses and Dissertations (BDTD), looking for researches which comprised the theme “technologies in the Basic Education curriculum”. Documental study was taken by analyzing the Law of Guidelines and Foundations of Education (LDB), National Education Plan (PNE), guidelines of National Program of Educational Technology (ProInfo), Political and Pedagogical Project (PPP) of the school, annual plan of teaching, scheduling book of both the audiovisual and computer rooms. In the field research, participant observation and semi-structured interviews with nine teachers were made. Through the analysis of the data obtained by context in text and context of practice, it was possible to perceive that the DNT are being integrated in the curriculum of later years of Primary Education, through research of disciplinary content and as an aid in content exposition, by using videos and documentary, as such. The senses and meaning that have been enticing the integration of DNT in the school curriculum are the use in the daily life of teachers, integration of mobile phones in classroom activities, integration through the slide projector; integration to make easier the learning of students and integration of DNT in the school curriculum in an offline sense. Now, the senses and meanings that have obstructed the integration of DNT in curriculum are: lack of maturity and indiscipline of pupils, lack of adequate infrastructure, low quality in Internet connection, law of prohibition of mobile phones and difficulties of teachers in using DNT in the classroom. In the end of this research, it is realized that understanding the DNT as a social practice will enable developments of more expressive practices for students and teachers in the everyday life inside the classroom, letting to become more creative, interactive, collaborative, motivated and above all, authorial. It is pointed out the necessity for more and new research regarding this subject.