As Tecnologias da Informação e Comunicação em uma Escola Pública de Ensino Médio na Ótica de Alunos e Professores

• Ano de defesa: 2010
• Autor(a) principal: Vilela, Maria Lucia Alves
• Orientador(a): Gitahy, Raquel Rosan Christino
• Banca de defesa: Altoé, Anair , Rinaldi, Renata Portela
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Tecnologias de informação e comunicação; Professores Formação; Ensino médio - Tecnologias
• Palavras-chave em Inglês: Information and communication technology; Teachers Formation; High school technology
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/tede/handle/tede/793

This research was carried out to analyze the insertion of ITC (Information Technologies and Communication) into the senior high school context, from the its students and teachers standpoints. The methodology we have adopted focused on the study of the item at issue according to a qualitative approach and the subjects of the research comprised 25 students and 6 teachers of that school. To collect the data we resorted to the application of questionnaires and group interview with both students and teachers. The outcomes show that technologies are part of one s everyday life, both for students and teachers, but within the context of the school environment their use does not correspond to reality. Students believe that ITC are important means for facilitating communication, stimulating interest and increasing motivation, however, they argue that such technologies are not reliable sources of information and believe that the learning process requires the reading of books/textbooks and the taking of an attitude of attentiveness in class. Teachers admit the importance of such technologies as devices which facilitate interaction by means of communication, furthering meaningful learning, but they do not use ITC in their classes. This research may make a contribution encouraging educators reflection on reconciling both students and teachers standpoints in order to balance disparity between them concerning the use of ITC in school.