"Ih! Na escola vai ter lan house!" O que pensam alunos e professores acerca da presença das TIC na escola?

• Ano de defesa: 2013
• Autor(a) principal: Abreu, Alessandra da Costa
• Orientador(a): Guimarães, Glaucia Campos
• Banca de defesa: Tavares, Maria Tereza Goudard , Alvarenga, Márcia Soares de , Ramos, Bruna Sola da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - Processos Formativos e Desigualdades Sociais
• Departamento: Centro de Educação e Humanidades::Faculdade de Formação de Professores
• País: BR
• Palavras-chave em Português: Linguagem; TIC no cotidiano escolar; Políticas e práticas educativas
• Palavras-chave em Inglês: Language; TIC; Educational Politics; Educational practice
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/9876

This research is in the area of Politics, Rights and Social Inequalities of the Post-Graduation Program of the Faculdade de Formação de Professores of the Universidade do Estado do Rio de Janeiro - UERJ. The purpose of this research is to discuss how Educational Politics in the last years has been focusing in the "technological imaginary", seeking to associate the growth of quality of education in Brazil public schools with investments on technology. How these investments are perceived by teachers and students? Looking for answers this research tries to understand the perspectives of teachers and students thorough the analysis of their discourse about the technologies of information and communication (TIC). Our theoretical and methodological reference is the studies of Mikhail Bakhtin. These studies have their origin from the argument that language is not only an instrument of communication, but it constitutes the relationship between social structure and subject. This research considers the language as a social practice investigating the discourse of teachers and students from two different schools looking to understand how the technology is applied. These two empirical fields are different moments with respect to the insertion of TIC at school. Respectively: the process of implantation of an informatics room and an informatics room that works since the year 2000. To observe two different realities contributes to the reflection about the insertion modes of TIC at school, since we are investigating what the subjects that build the informatics room are talking, thinking and asking and how they mediate the relationship between technology and education at school. This study aims to bring new questions and contributes to the reflection about the process of appropriation of TIC at educational practices.