A prática docente mediante aos desafios da implementação da Lei 13.415/2017: formação de professores para unidade curricular cultura digital

• Ano de defesa: 2023
• Autor(a) principal: Fonseca, Roseny Bezerra da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; Campus Manaus Centro; Mestrado Profissional em Ensino Tecnológico (MPET); Instituto Federal do Amazonas; IFAM
• Palavras-chave em Português: Cultura digital; Ferramentas tecnológicas; Formação docente; Novo ensino médio; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.ifam.edu.br/jspui/handle/4321/1381

Considering aspects such as the importance of technological resources in building digital skills and the need for training actions, as well as the diagnosis of the use of technological tools by teachers, the research aimed to investigate teacher training needs for the curricular unit "Digital Culture " in the context of the New High School, promoted by Law 13.415/2017. The need to conduct an investigation on teacher training in relation to digital culture arises from the verification of the demands identified in certain schools of the state education network in Manaus during the period of remote teaching in 2020. Given these circumstances, it was necessary to reorganize the practice of teaching, recognizing the heritage of digital culture and the domain of technological resources in the educational context. The theoretical framework was built based on several authors, the first two, Castells (1999) and Moran (2007; 2013), maintained a similar thought in relation to digital culture, although with some specific nuances. Both recognize the importance of digital culture in contemporary society and agree that technology is involving many aspects of everyday life. Castells highlights the importance of digital technologies in shaping cultural practices and identities in the network society, emphasizing their dynamic, global and transformative nature, while Moran emphasizes the importance of embracing digital culture as an opportunity to innovate and rethink educational models, while while highlighting the need to deal with the challenges and ethical issues associated with the digital world. Continuing with the theoretical foundation, although they are different authors, Imbernón (2011) and Nóvoa (2009) present similarities in relation to teacher training, highlighting the importance of reflective practice, knowledge construction and continuous professional development. To achieve the objective proposed in the research, action research with a qualitative approach was used as a methodological procedure. For data collection, in addition to bibliographical and documentary research, a semi-structured questionnaire was applied in three schools of the Department of Education and Teaching Quality (SEDUC/AM), with the collaboration of 30 teachers working in high school. The participants' statements were analyzed using the principles of methodology and content analysis proposed by Bardin (2011). The results of the study concluded that the product developed during the research served as a guiding instrument for formative pedagogical practices and for the development of the curricular unit "Digital Culture" among teachers who attend high school, in line with the implementation of Law 13.415/ 2017. The educational product, a training guide entitled "Digital Culture in Action", was analyzed for its contributions to teacher learning and to the promotion of training practices in the teachers' work environment. These practices require a reflective, collaborative and participatory approach. A committee composed of 10 education professionals was invited to evaluate the Educational Product generated through the research practice of this dissertation.