Percepções dos professores da educação infantil da Rede Municipal de Ensino de Curitiba sobre a formação continuada para uso das tecnologias da informação e comunicação

• Ano de defesa: 2018
• Autor(a) principal: Assunção, Claudete Pereira de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tecnológica Federal do Paraná; Curitiba; Brasil; Programa de Pós-Graduação em Tecnologia e Sociedade; UTFPR
• Palavras-chave em Português: Tecnologia da informação; Educação permanente - Curitiba (PR); Ensino primário - Curitiba (PR); Professores - Formação - Curitiba (PR); Inovações tecnológicas - Curitiba (PR); Educação - Efeito das inovações tecnológicas; Tecnologia; Information technology; Continuing education - Curitiba (PR); Primary education - Curitiba (PR); Teachers, Training of - Curitiba (PR); Technological innovations - Curitiba (PR); Education - Effect of technological innovations on; Technology; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL; Sociais e Humanidades
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/2993

A continuing teacher education that is committed to improving the quality of education must consider the cultural aspects of today's society in its contents. Therefore, technologies, as results of the relationships between subjects and technological artifacts, need to be integrated into the context of continuing teacher education. The objective of this study was to analyze if continuing teacher education courses of the Curitiba Municipal Education Network contribute to the use of Information and Communication Technologies (ICT) by teachers of early childhood education. The literature review is divided into three sections that complement each other and aim to support the reflections of this study. The first section refers to ICT in education and the need for the re-signification of educational processes. The discussions of this section were elaborated based on the contributions of Alarcão (2003), Almeida (2003, 2005), Assmann (2005), Fortuna (2014), Kenski (2002, 2003, 2011), Lopes (2005), Mercado (2002), Moraes (2004), Schwartz (2005), among others. The second section discusses continuing education of early childhood teachers and the development of their professionalism. This theme was based on the following authors: Day (2001), Fantin (2006, 2012), Garcia (1995, 1999), Kramer (2011), Monteiro (2010), Morgado (2011), Nascimento (1997), Nóvoa (1997, 2009), Roldão (2008), among others. The third section refers to the curriculum in early childhood education, understood as the set of pedagogical practices planned and carried out with children. In this last section, the discussions were elaborated from the contribution of the following authors: Augusto (2013), Ferreira (2016), Lima (2007), Oliveira (2002, 2011), Oliveira et al. (2012), Salles e Faria (2012), among others. The methodological approach was qualitative. The technique of data collection was the semi-structured individual interview. The participants of the study were thirteen teachers who work with early childhood education in the Municipal Early Childhood Centers (CMEI). The main results of the study were: the importance of offering continuing teacher education courses for the use of ICT, the importance of the use of technologies as pedagogical resources in early childhood education, the need for incentives and valuing innovative pedagogical experiences with the use of ICT and the need to flexibilize the content of continuing education courses to meet teachers' expectations and needs.