O USO PEDAGÓGICO DA INFORMÁTICA NA REDE PÚBLICA DE EDUCAÇÃO: um estudo com professores de uma escola da rede municipal de Parnamirim/RN-Brasil
This article aims to reflect on the pedagogical use of information technology in the public basic education network and the experiences of teachers with the National Educational Technology Program (ProInfo) and the role of this program in their respective teaching practices. As a starting question,...
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| Principais autores: | , , |
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| Formato: | Online |
| Idioma: | por |
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| Endereço do item: | https://periodicos.ufrn.br/interlegere/article/view/25483 |
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| Resumo: | This article aims to reflect on the pedagogical use of information technology in the public basic education network and the experiences of teachers with the National Educational Technology Program (ProInfo) and the role of this program in their respective teaching practices. As a starting question, we sought to know how ProInfo subsidized the pedagogical use of information technology in the public basic education network for teachers involved in the program in order to achieve its goals? From a methodological point of view, although this is a theoretical reflection, within the scope of a qualitative approach, we bring some empirical data, for the contribution of knowledge, especially scientific. The methodological procedures consisted of the following steps: at first, we carried out a bibliographic (and documental) review. Then, we did an analysis and, finally, a reflection of the data that were collected (through interviews) and analyzed in 2019, as part of a research in the field of Social Sciences developed in a municipal school in Parnamirim/RN, with four teachers who received training through ProInfo. However, it is important to say that, despite the fact that new technologies are relevant for student learning, they are just one of the tools through which teachers can develop their practices, although it can be seen that, based on our reflection, ProInfo it is a collaborative part in this process, in an effective way, to be able to think of an inclusive and participative school education in which everyone can learn, as Paulo Freire (1996) tells us very well, using the words of Françoise Jacob: “we are programmed beings , but to learn". |
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