Uma análise das práticas docentes com o uso de artefatos computacionais

• Ano de defesa: 2010
• Autor(a) principal: SILVA, Celia Regina Fortes da
• Orientador(a): GOMES, Claudia Roberta de Araújo
• Banca de defesa: SELVA, Ana Coelho Vieira, LIMA, Analice de Almeida, TENORIO, Alexandro Cardoso
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
• Departamento: Departamento de Educação
• País: Brasil
• Palavras-chave em Português: Tecnologia da informação e comunicação; Software educativo; Ensino-aprendizagem
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5448

The objective of this research is to analyze the teacher profile and the demands of the society at school, the surroundings of your practice with the use of computing artifacts and educational software in municipal schools in the city of Recife. We discussed the teacher’s knowledge about the use of computing artifacts and the linkages to them with skills from the works of Tardif (2002), Gauthier (1998) and Silva (2005). In our empirical research on teaching was oriented to qualitative social research, and we employed specific questionnaire with open and closed questions with teachers in professional practice teaching practices are analyzed by means of voluntary participation of basic education teachers who set out to report and share their experiences in computer lab or classrooms. We tried to identify technological skills and procedural skills necessary to use the technologies expressed their experience with technology, autonomy and initiative with the computer. We tried to understand the difficulties and possibilities of the use of computing artifacts and educational software and what changes were detected in the pedagogical practices at schools in consequence of the arrival of flash. Alava (2002) was used as reference in the study of new teaching format in the presence of computing artifacts in the classroom and in virtual space. Perrenoud (2002) was a reference on the construction of the concepts of initial and continuing training in the gradual professionalization of teachers. Discuss whether the teacher knowledge for the use of computing artifacts linking them with the patterns of ICT competencies for teachers of UNESCO (2009) from the works of Tardif (2002), Gauthier (1998) and Silva (2005). We also use the concept of instrumentalisation and instrumentation proposed by Rabardel (1997) to examine how teachers use computing artifacts and educational software in the teachinglearning process. The results indicate the need for continuing education programs and regularly in order to orchestrate the teachers, promoting the development of skills and procedural techniques for the use of computational artifact Lampejo. This need for digital literacy of teachers, to build technology skills for the instrumentation of the flash artifact is based on the data collection showed that feel uncomfortable using the computer and with few skills in solving problems with the artifact.