Uso de tecnologias de informa??o e comunica??o no ensino de alunos do ensino m?dio t?cnico do Instituto Federal do Rio de Janeiro ? Campus Arraial do Cabo

• Ano de defesa: 2018
• Autor(a) principal: Buenos Aires, Wenderson
• Orientador(a): Silva, Wanderley da
• Banca de defesa: Silva, Wanderley da, Bahia, Bruno Cardoso de Menezes, Santana, Leila Navarro de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o Agr?cola
• Departamento: Instituto de Agronomia
• País: Brasil
• Palavras-chave em Português: educa??o; identidade; tecnologias; Winnicott
• Palavras-chave em Inglês: education; identity; technologies; Winnicott
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/5010

The technology advances rapidly and this is an irrefutable reality. The way human beings interact with this technology is also fast. Although it is not so noticeable, we can enumerate several actions that, until very recently, were done in a way and that, today, are done in a totally different way, like buying, voting or even even studying. This work presents an analysis of the use of digital technologies in the field of education. The context includes TI technical high school groups in the Federal Institute of Education, Science and Technology of Rio de Janeiro, Arraial do Cabo Campus. In addition to a bibliographical survey, the research was carried out with teachers and students of the above mentioned school, so that their opinions and perceptions were the raw material of this dissertation. The information was organized and, through this work, it is presented a bibliographic clipping about the process of identification of the subject based on the work of the English psychoanalyst Donnald Winnicott, and some relations of this identification with the environment provided by the use of the technologies. A presentation of digital technologies available for education, as a counterpoint to what is available at the school studied, was also the subject of this research in order to understand which technologies are the ones that this work refers to. Finally, when evaluating teachers' and students' discourses, it was possible to point out important perceptions of how the use of these technologies can contribute to the student feel he is in an environment committed to emancipation and creation and not to repetition or mere training.