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Abstract(s)
A integração curricular de Tecnologias Digitais (TD) pode representar um dos momentos mais significativos do uso de tecnologias nas escolas. Neste sentido, o desenvolvimento dos professores torna-se cada vez mais essencial para que possa existir, de facto, a integração curricular das TD. Nesta perspetiva, o Município da Amadora, juntamente com o IE-ULisboa, tem promovido, no âmbito do Projeto Escol@s Digitais, ações de formação para os professores do 1.º Ciclo do Ensino Básico (1.º CEB) do Município, com o objetivo de os capacitar para que, na prática, se concretize a efetivação do processo de integração curricular das TD nas escolas deste concelho.
Neste sentido, o presente projeto de investigação, inserido no âmbito do mestrado em Educação e Formação, na área de especialidade de E-Learning e Formação a Distância do IE-ULisboa, visa recolher informações junto dos professores que participaram no Projeto Escol@s Digitais, de forma a contribuir para a melhoria de projetos semelhantes que possam surgir no futuro.
Para recolher informações junto dos professores do 1.º CEB, recorremos a uma metodologia qualitativa interpretativa, na qual realizámos entrevistas de grupo focal a professores de 11 dos 12 Agrupamentos de Escolas (AE) que integram a rede do Projeto Escol@s Digitais da Câmara Municipal da Amadora. O objetivo foi perceber, junto dos professores entrevistados, quais as experiências/atividades promovidas pelo projeto Escol@s Digitais que se destacam; quais os ganhos/efeitos/repercussões percebidos pelos participantes do Projeto Escol@s Digitais nos vários aspetos da dinâmica escolar; identificar quais foram os fatores chave que motivaram a participação dos professores no Projeto Escol@s Digitais; e, por fim, perceber quais os desafios enfrentados pelos professores participantes do Projeto na integração das tecnologias digitais no currículo. Os dados recolhidos junto dos professores permitiram perceber que o Projeto Escol@s Digitais contribuiu para o desenvolvimento profissional dos docentes e para o fortalecimento das suas competências digitais. Apesar de os professores recomendarem algumas melhorias ao projeto, reconhecem a sua utilidade, na medida em que foram disponibilizadas ferramentas digitais importantes para o desenvolvimento do processo de ensino-aprendizagem.
The curricular integration of Digital Technologies (DT) can characterize one of the most important moments of the use of DT in schools. Therefore, the training of teachers becomes increasingly essential so that there can be, in fact, the curricular integration of DT. In this perspective, the Municipality of Amadora, together with IE-ULisboa, has promoted, within the scope of the Digital Escol@s Project, training actions for teachers of the 1st Cycle of Basic Education (1st CEB) of the Municipality, with the aim of training them so that, in practice, the process of curricular integration of DT in the schools of this municipality can be carried out. In this sense, this research project, within the scope of the Master's Degree in Education and Training, in the specialty area of E-Learning and Distance Training at IE-ULisboa, aims to collect information from the teachers who participated in the Digital Escol@s Project, in order to contribute to the improvement of similar projects that may arise in the field of education and training. To collect information from the teachers of the 1st CEB, we used a qualitative methodology, in which we conducted focus group interviews with teachers from 11 of the 12 School Groups (AE) that are part of the Digital Escol@s Project network of the Municipality of Amadora. The objective was to realize, with the interviewed teachers, which experiences/activities promoted by the Escol@s Digitais project highlight as most significant; what are the gains/effects/repercussions perceived by the participants of the Digital Escol@s Project in the various aspects of school dynamics; identify what were the key factors that motivated the participation of teachers in the Digital Escol@s Project; and, finally, to understand the challenges faced by the teachers participating in the Project in the integration of digital technologies in the curriculum. The data collected from the teachers allowed us to understand that the Digital Escol@s Project contributed to the professional development of teachers and to the strengthening of their digital skills. Although the teachers recommend some improvements to the project, they recognize its usefulness, as important digital tools were made available for the development of the teaching-learning process.
The curricular integration of Digital Technologies (DT) can characterize one of the most important moments of the use of DT in schools. Therefore, the training of teachers becomes increasingly essential so that there can be, in fact, the curricular integration of DT. In this perspective, the Municipality of Amadora, together with IE-ULisboa, has promoted, within the scope of the Digital Escol@s Project, training actions for teachers of the 1st Cycle of Basic Education (1st CEB) of the Municipality, with the aim of training them so that, in practice, the process of curricular integration of DT in the schools of this municipality can be carried out. In this sense, this research project, within the scope of the Master's Degree in Education and Training, in the specialty area of E-Learning and Distance Training at IE-ULisboa, aims to collect information from the teachers who participated in the Digital Escol@s Project, in order to contribute to the improvement of similar projects that may arise in the field of education and training. To collect information from the teachers of the 1st CEB, we used a qualitative methodology, in which we conducted focus group interviews with teachers from 11 of the 12 School Groups (AE) that are part of the Digital Escol@s Project network of the Municipality of Amadora. The objective was to realize, with the interviewed teachers, which experiences/activities promoted by the Escol@s Digitais project highlight as most significant; what are the gains/effects/repercussions perceived by the participants of the Digital Escol@s Project in the various aspects of school dynamics; identify what were the key factors that motivated the participation of teachers in the Digital Escol@s Project; and, finally, to understand the challenges faced by the teachers participating in the Project in the integration of digital technologies in the curriculum. The data collected from the teachers allowed us to understand that the Digital Escol@s Project contributed to the professional development of teachers and to the strengthening of their digital skills. Although the teachers recommend some improvements to the project, they recognize its usefulness, as important digital tools were made available for the development of the teaching-learning process.
Description
Trabalho de projeto de mestrado, Educação e Formação (Área de Especialidade em E-Learning e Formação à Distância), 2025, Universidade de Lisboa, Instituto de Educação
Keywords
Tecnologias digitais Ensino básico (1º ciclo) Professores - Formação Desenvolvimento profissional - Professores Competências digitais Tecnologia educativa Trabalhos de projeto de mestrado - 2025