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Integração das tecnologias digitais aos livros didáticos
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Resumo(s)
O problema dessa investigação centrou-se nas transformações verificadas nos livros
didáticos (LDs) com o advento das tecnologias digitais de informação e comunicação
(TDICs) e em como se concretizou a incorporação dessas ferramentas pelos LD no Brasil.
O objetivo foi reconstruir aspectos desse processo, do início até os dias atuais. Contemplouse a etapa do EM (EM), no período 1995-2020. Foi utilizada a metodologia qualitativa
descritiva, com pesquisa direta em LDs e entrevistas com autores e editores. As principais
questões propostas foram: que fatores determinaram a integração LD-TDIC e quais
mudanças foram observadas nos LDs. A incorporação das TDICs foi relativamente tardia, o que
os participantes atribuem, no início do processo, a limitações técnicas para o uso da internet e sua
pouca confiabilidade como fonte de pesquisa; e a falta de formação dos educadores e quase
inexistência de materiais pedagógicos para o uso de ferramentas digitais. Políticas públicas foram,
posteriormente, as principais impulsionadoras da associação LD-TDIC, que o mercado livreiro
promoveu para seguir determinações de programas governamentais e modernizar os LDs, visando
atender demandas da sociedade por preparação ao mercado de trabalho. Autores e editores
concordam que as influências das TDICs foram mais positivas que negativas, mas as idiossincrasias
de cada formato impõem limitações à coexistência deles. O desdobramento do processo indica o livro
digital como principal recurso didático futuro na educação brasileira.
The problem of this investigation focused on the transformations verified in textbooks (TBs) with the advent of digital information and communication technologies (DICTs) and how the incorporation of these tools were established through by TBs in Brazil. The objective was to reconstruct aspects of this process, from the beginning to the current day. The stage of high school was considered in the period 1995-2020. The main questions investigated were: what factors determined the TB-DICT integration and what changes were observed in the TBs, for which a descriptive qualitative methodology was used, with direct research in TBs and interviews with authors and editors. The incorporation of DICTs was relatively late, which the participants attribute, at the beginning of the process, to: technical limitations for the use of the internet and its low credibility as a research source; lack of training for educators and almost non-existence of teaching materials for the use of digital tools. Public policies were the main drivers of the TB-DICT association, which the book market promoted to follow government program determinations and modernize TBs, aiming to meet society's demands for preparation for the job market. Authors and editors agree that the influences of DICTs were more positive than negative, but the idiosyncrasies of each format impose limitations on their coexistence. The outcome of the process points to the digital book as the main didactic resource in brazilian education.
The problem of this investigation focused on the transformations verified in textbooks (TBs) with the advent of digital information and communication technologies (DICTs) and how the incorporation of these tools were established through by TBs in Brazil. The objective was to reconstruct aspects of this process, from the beginning to the current day. The stage of high school was considered in the period 1995-2020. The main questions investigated were: what factors determined the TB-DICT integration and what changes were observed in the TBs, for which a descriptive qualitative methodology was used, with direct research in TBs and interviews with authors and editors. The incorporation of DICTs was relatively late, which the participants attribute, at the beginning of the process, to: technical limitations for the use of the internet and its low credibility as a research source; lack of training for educators and almost non-existence of teaching materials for the use of digital tools. Public policies were the main drivers of the TB-DICT association, which the book market promoted to follow government program determinations and modernize TBs, aiming to meet society's demands for preparation for the job market. Authors and editors agree that the influences of DICTs were more positive than negative, but the idiosyncrasies of each format impose limitations on their coexistence. The outcome of the process points to the digital book as the main didactic resource in brazilian education.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2022
Palavras-chave
Tecnologias da informação e da comunicação Tecnologias digitais Livros digitais Ensino básico Dissertações de mestrado - 2022