A formação continuada em tecnologias digitais ofertada no Paraná sob a ótica de professores da rede estadual de Foz do Iguaçu

• Ano de defesa: 2018
• Autor(a) principal: Silva, Denis Antônio
• Orientador(a): Boscarioli, Clodis
• Banca de defesa: Boscarioli, Clodis , Lunardelli, Mariangela Garcia , Maciel, Cristiano
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Formação continuada de professores; Educação; TDIC - Tecnologias Digitais de Informação e Comunicação
• Palavras-chave em Inglês: Teacher training; Education; ICT - Digital Information and Communication Technologies
• Área do conhecimento CNPq: CIENCIAS HUMANAS : EDUCAÇÃO
• Link de acesso: http://tede.unioeste.br/handle/tede/3647

Teaching skills and competences in the pedagogical use of Digital Information and Communication Technologies (ICT) are requirements in the Knowledge Society. National and international organizations have discussed the insertion of ICT in Education and emphasize the importance of teacher training for this purpose. The literature on the teacher training in ICT reports problems related to the dissociation between formations and school daily life and on the conditions for the development of teaching work. Therefore, teacher training remains a challenge for Brazilian education. Based on this, this study aims to evaluate, from the voices of the teachers of Foz do Iguaçu, a teacher training in ICT offered by the State of Paraná. For that, semi-structured interviews were conducted with 23 teachers from 8 state schools in Foz do Iguaçu on their experiences with the formations. Coding was adopted as a qualitative data analysis strategy. The results showed that the teachers consider relevant the teacher training in ICT that they receive, mainly, to keep them updated on the ICT in Education. However, the results also revealed that the teachers emphasize more aspects related to the technological infrastructure of the schools that hinder the incorporation of ICT into the teaching practice from the learning provided by the continuing training in ICT than pedagogical and didactic aspects. This study also revealed that there is an imbalance regarding the allocation of technological infrastructure between the schools studied, causing the unequal pedagogical insertion of the ICT in the teaching and unequal opportunities of teaching and learning mediated by the ICT to the teachers and students.