As tecnologias digitais na escola: confronto inevitável?

• Ano de defesa: 2024
• Autor(a) principal: SOUSA, Ana Gicélia do Nascimento
• Orientador(a): BONFIM, Maria Núbia Barbosa
• Banca de defesa: BONFIM, Maria Núbia Barbosa , MELO, Maria Alice , PORTELA, Edinólia Lima , NOVAES, Adelina Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
• Departamento: DEPARTAMENTO DE EDUCAÇÃO I/CCSO
• País: Brasil
• Palavras-chave em Português: escola; tecnologias digitais; relação pedagógica; representações sociais.
• Palavras-chave em Inglês: school; digital technologies; pedagogical relationship; social representations.
• Área do conhecimento CNPq: Tecnologia Educacional
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/5922

This research investigates how are shared the perceptions constructed about the process of social transformation implied in the intricacies of use and insertion of Digital Technologies in schools by educational actors (teachers and students of the 7th grade of a public school), presenting itself as a phenomenon loaded with possibilities and also limits in the course of the pedagogical relationship developed in the school routine. It is an investigation that follows the Research Line Educational Institutions, Curriculum, Training and Teaching Work - PPGE/UFMA and is linked to the Research Group on Education and Social Representations - GPERS. Do the research problematizations focus on how educational actors perceive digital technologies in schools? Can they see them inserted in the daily pedagogical relationship? In this direction, the general objective seeks to understand the social representations shared by educational actors regarding the insertion and use of digital technologies in the municipal school UEB Professor Nascimento de Moraes/São Luís-MA. As a qualitative research approach, the basis for methodological development comes from André (2013), Gil (2024), Severino (2012), in addition to authors interested in Education and the processes involved in it, such as Freire and Guimarães (2021), Dussel (2014), Imbernón (2011), Nóvoa (2020). To discuss the Pedagogical Relationship, we rely on Postic (1990), Cordeiro (2011), Bonfim (2007). Regarding the panorama of use of Digital Technologies in schools and Education, the foundations are centered on Pais (2010), Lévy (2010), Kenski (2015), Palfrey and Gasser (2011) and in the field of Social Representations, the bibliographical basis came from Moscovici (2015), Jodelet (2021), Jovchelovitch (2013), Novaes (2019) and Sá (2015), to name a few. The research uses ethnography, or rather, an ethnographic study supported by participant observation to collect data in the school context, being the Research Protocol: Psychosocial Perspectives on Teaching Practice of the Carlos Chagas Foundation together with CIERS-ed (International Center for Studies in Social Representations and Subjectivity - Education), the guiding element in the development of the instruments used in the research, which uses the simulation of a letter addressed to teachers, a conversation held via WhatsApp between students and notes made in the field notebook. Instruments appropriate for investigations in the field of Social Representations Theory. In the analysis of the collected data, we applied the Content Analysis technique, proposed by Bardin (2016), using the Atlas.ti software that enabled the digital systematization of the data, facilitating the process of categorizing them. The main findings of social representations of the educational actors investigated inserted in the specific context of a peripheral school highlight the fact that DTs do not present themselves as solutions to the structural and pedagogical problems of the public education network. The repercussions of Covid-19 on the pedagogical relationship in the context of practices involving DT in schools before and after the pandemic are also presented. Other important elaborations account for the precariousness of broad and democratic access to digital media in public schools, a view shared by both students and teachers surveyed, implying, on the other hand, the impossibility of creating significant bonds for the development of a pedagogical relationship that constitutes the integral development of subjects.