Inclusão das tecnologias da informação e comunicação nas atividades didáticas de professores do ensino médio em Cuiabá - MT

Abstract

The general objective of the present study was to analyze the insertion of information and communication technology (ICTs) in didactic activities of teachers into two high schools in the region of Cuiabá, capital of Mato Grosso. The specific objectives were understand if the initial and continuous training of teachers include the use of ICTs; identify how ICTs have been introduced by teachers in their didactic activities; know the way of using ICTs and, schools infrastructure to the use of ICTs. In order to reach it, we developed the following research question: how does the insertion of ICT in the work of high school teachers of two state public schools in Cuiabá-MT happen? The theoretical basis which guided the studies was found on authors who approach initial and continuing training as well as training for the use of ICTs. The authors were Nóvoa (1999), Tardif (2014), Lessard (2014), Garcia (1999), Mizukami (2002), Candau (1997), Imbérnom (2001), Peixoto (2016), Bacich (2015), Sancho (1998), Frozi (2012) among others. This is a qualitative research in which had as data collection tool the observation of schools, field notes and questionnaire composed of 28 questions (fifteen closed and thirteen open) answered by 50 (fifty) teachers. Closed questions aimed to obtain information about the profile of the research subject as sex, income, information about teaching work, education network, contracts, working hours and initial and continuing training. Open questions dealt with the inclusion of ICT into the educational process, the training of teachers to use these technologies, the infrastructure of schools, and the perception of the results obtained with the use of ICT in the teaching-learning process. The research material was treated based on the Content Analysis as proposed by Bardin (2004, 2006) and it contributed to the systematization of the data, which were grouped by categories: ICT inclusion, teacher training for ICT use, schools infrastructure for use of ICT and teacher evaluation of ICT use. The results show that 48 of the 50 teachers use ICT during teaching activities and complementary activities. A portion of participants (17) has specific training for this use, which indicates this training is carried out in continuing education courses (7); during computer science courses (4), and the others in courses that are found on specific websites. Also, teachers stated there was infrastructure in the school for use of ICT; however, all of them showed the infrastructure were not adequate or sufficient for the use of all teachers and students of both schools. The inclusion and updating of these technologies are interested for teachers but this use occurs, in most of cases, as a substitution for traditional resources. Therefore, this use does not represent an innovative mediation process.