Loading...
Publication
O legado dos projectos TIC no 1.º ciclo : estudos de caso
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.39 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Entre o aparecimento do projecto Minerva que introduziu pela primeira vez as TIC nas escolas do primeiro ciclo e a actualidade decorreram pouco mais de duas décadas. Mas o tamanho das transformações tecnológicas e a forma como se inserem no quotidiano escolar são bem maiores: a noção de que o tempo não é absoluto mas sim relativo e, portanto, dependente da velocidade do observador.
À forma como as TIC teimam em ocupar muitas das rotinas escolares junta-se agora a forma como são percepcionadas, traduzidas no discurso legislativo e educativo: da preocupação em “integrar” as TIC no currículo passou-se à noção de que é necessário “incorporá-las”.
Protagonizando uma nova era, o computador aumentou e potenciou os canais através dos quais os indivíduos (neste caso, alunos e professores) recebem a sua imagem da realidade, transformando o modo como nos comportamos e pensamos - a nossa “memória social”.
No caso do estudo que apresentamos escolhemos duas escolas que haviam participado em dois dos projectos iniciais de promoção das TIC junto de escolas do primeiro ciclo. Observando a prática de dois professores, em contexto de sala de aula, procurámos indícios do que porventura tivesse perdurado dessas boas práticas.
Passado pouco mais de uma década, verificámos que muito pouco restara dessa participação. Porém, serão de relevar as memórias dos professores envolvidos bem como a atitude de abertura para o uso das TIC em meio escolar. Esta constatação remete-nos para a sustentabilidade deste tipo de projectos e para a necessidade de amplificar o impacto de resultados positivos porventura obtidos. Permite-nos ainda concluir que neste tipo de projectos os resultados serão tanto mais positivos quanto maior for a capacidade de os replicar no tempo, e isto depende das pessoas: do modo como integram a informação e a processam e da capacidade de lhe encontrar sentido. Uma nova cultura requer novas estratégias educacionais mas, acima de tudo, investimento nas pessoas, conferindo-lhes o empowerment que, sendo o processo pelo qual se atribui influência ou poder acrescido às pessoas, se traduz no seu envolvimento nas decisões, concedendo-lhes autonomia.
A little over two decades have passed since the Minerva project first introduced ICT to primary schools. The size of the technological changes and how they fit into the daily school life are greater; however, given that the notion that time is not absolute but relative and therefore dependent on the speed of the observer. The way in which ICT insists on occupying many of school routines is joined by the way they are perceived, as reflected in legislative discourse and education: the need to "integrate" ICTs in the curriculum began with the notion that they must be “embedded”. Stars of a a new era, computers have increased and potentiated the channels through which individuals (in this case, students and teachers) receive the image of reality, transforming the way we behave and think – in other words, our "social memory". For the present case-study we chose two of the schools that had participated in both of the initial projects promoting ICT in primary schools. Observing the practice of two teachers in the classroom context, we sought evidence of practices that might have persisted through time. After little more than a decade, we found that very little was left of this practice. Nevertheless, the testimonies of the teachers involved and their openness to the use of ICT in schools are noteworthy. This observation points us to the sustainability of such projects and the need to amplify the impact of positive results. Furthermore, it allows us to conclude that the results on this type of project will be more positive, given their greater ability to be replicated through time, and that it depends on the people involved: how they integrate and process information and their ability to make sense of it. A new culture requires new educational strategies; above all, it requires investment in people, giving them empowerment. That is the process by which influence or power is attributed to people, which reflects in their involvement in decision-making and gives them autonomy.
A little over two decades have passed since the Minerva project first introduced ICT to primary schools. The size of the technological changes and how they fit into the daily school life are greater; however, given that the notion that time is not absolute but relative and therefore dependent on the speed of the observer. The way in which ICT insists on occupying many of school routines is joined by the way they are perceived, as reflected in legislative discourse and education: the need to "integrate" ICTs in the curriculum began with the notion that they must be “embedded”. Stars of a a new era, computers have increased and potentiated the channels through which individuals (in this case, students and teachers) receive the image of reality, transforming the way we behave and think – in other words, our "social memory". For the present case-study we chose two of the schools that had participated in both of the initial projects promoting ICT in primary schools. Observing the practice of two teachers in the classroom context, we sought evidence of practices that might have persisted through time. After little more than a decade, we found that very little was left of this practice. Nevertheless, the testimonies of the teachers involved and their openness to the use of ICT in schools are noteworthy. This observation points us to the sustainability of such projects and the need to amplify the impact of positive results. Furthermore, it allows us to conclude that the results on this type of project will be more positive, given their greater ability to be replicated through time, and that it depends on the people involved: how they integrate and process information and their ability to make sense of it. A new culture requires new educational strategies; above all, it requires investment in people, giving them empowerment. That is the process by which influence or power is attributed to people, which reflects in their involvement in decision-making and gives them autonomy.
Description
Tese de mestrado, Educação (Tecnologias de Informação e Comunicação e Educação), Universidade de Lisboa, Instituto de Educação, 2012
Keywords
Novas tecnologias da informação e da comunicação Ensino básico (1º ciclo) Tecnologias educativas Teses de mestrado - 2012