Itinerário formativo em competências digitais para professores da educação básica: uma proposta a partir das matrizes brasileiras
Government strategies for the inclusion and promotion of digital technologies in schools have been gradually disseminated, having been scored since 1989 with Proninfe, followed by Proinfo in 1997 and its reformulation in 2007 and, more recently, with the Education Innovation Program Connected in...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/46960 |
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| Resumo: | Government strategies for the inclusion and promotion of digital technologies in schools have
been gradually disseminated, having been scored since 1989 with Proninfe, followed by
Proinfo in 1997 and its reformulation in 2007 and, more recently, with the Education
Innovation Program Connected in 2017. These public policies to encourage the adoption of
Digital Information and Communication Technologies (TDICs) can be seen in schools,
through the traces left in the infrastructure and in the training of teachers. However, the
infrastructure acquired and the training carried out have not yet managed to provide an
integration of digital technologies into the curricula, nor to develop digital competences in
teachers, so that they could follow new learning environments and solve problems with the
help of TDICs. With the need to comply with the Common National Curriculum Base and
monitor the new transformations caused by social isolation, resulting from the COVID-19
pandemic, we can observe that the continued training offered to teachers, by the programs to
promote digital technologies in schools, were insufficient to overcome the new challenges.
Aiming to contribute in this context, this research aims to seek alternative possibilities and
processes for continuing education with a focus on the development of digital skills in
teachers. The guidelines for the proposal were: what is digital competence and how to
approach it in the continuing education of teachers; what are the possibilities and spaces in
continuing education in a pandemic scenario; and what are the strategies in teacher training
for the development of digital skills. As research results, a training itinerary in digital
competences was produced, based on a new matrix in digital teaching competences,
elaborated from the theoretical survey on matrices in Brazilian digital competences. The new
matrix provided subsidies for the creation of a self-assessment instrument for digital
competences, allowing the mapping of competences in a group of teachers from a teaching
network. With the results of the self-assessment instrument, it was possible to carry out a
continuing education course for the development and improvement of digital skills. This
course, designed for the remote format, worked from a reflective perspective on the
development of digital skills and favored autonomous and innovative learning for the
performance of teachers in different teaching and learning environments. To verify the
research in practice, the aspects and contributions of remote continuing education to teaching
practice were evaluated, through self-assessment, development of educational products,
lesson plans, among other artifacts developed in this training path. In conclusion, the
importance and contribution of this training model to the appropriation of new knowledge, the
reflection on the assessment of digital competences in teachers and practices with and for the
use of TDICs was highlighted, highlighting the possibility of this training itinerary being
constituted as a reference in the continuing education of teachers. |
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