Forma??o continuada de professores e projeto PROUCA : reflex?es acerca do prazer em ensinar apoiado por tecnologias digitais

• Ano de defesa: 2013
• Autor(a) principal: Spagnolo, Carla
• Orientador(a): Santos, Bettina Steren dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontif?cia Universidade Cat?lica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o
• Departamento: Faculdade de Educa?
• País: BR
• Palavras-chave em Português: EDUCA??O; INFORM?TICA NA EDUCA??O; TECNOLOGIA DA INFORMA??O; PROFESSORES - FORMA??O PROFISSIONAL; EDUCA??O CONTINUADA; COMUNICA??O E TECNOLOGIA
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/3743

The present study aims to reflect, how the issue of teachers training for the use of communication technology is interfering in the daily life of a public school, in Fagundes Varela-RS. The process began with the accession of one computer per student program-PROUCA, in the light of interactions and innovative possibilities reflected in a life at school, following a teachers training action plan in order to promote forms that appropriat the technological resources coming from that program Prouca, in the process developed by the school in a critical and creative way. The methodological approach chosen for the survey was a qualitative nature, based on observation, questionnaire, logbook, and posts on the institution s blog. To analyze the collected data, we used the discursive textual analysis. Through the survey, it was possible to realize the concern of teachers about the teaching and learning of qualitative, innovative and reflective way by the insertion of information and communication technologies in everyday life. The reports point to significant changes in pedagogical practice, because of the countless possibilities of interaction, ownership and authorship in school practices with the use of educational notebooks. So, the results turned to be positive and satisfactory in the teachers opinion whom actually took part in the formation of one computer per student program. Some theorists such as L?vy, Castells, Tardif, N?voa, Gatti e Barreto, Garcia, Jesus, Santos, Stob?us, Sancho, Shelmmam, Frankl, Huertas, Seligman, Litwin, subsidized the investigations of this research.