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Desenvolvendo as competências digitais dos professores para utilização das tic na educação básica
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O presente estudo tem como objetivo investigar o nivel de proficiência digital dos professores
da educação básica e o nível de satisfação da sua utilização, bem como a gestão do uso das
Tecnologias Digitais da Informação e Comunicação – TDIC em sua prática pedagógica, a fim
de promover uma educação inovadora no seu dia a dia em sala de aula. O problema em estudo
tem como premissa a falta de literacia digital dos professores da educação básica nos segmentos
da Educação Infantil e Ensino Fundamental Anos Iniciais. Desta forma, busca-se analisar e
refletir criticamente a evolução dos documentos normativos que tange a Educação Básica
Brasileira e o seu desenvolvimento prático de fato. O objetivo desta pesquisa é analisar como
os professores estão utilizando as TDIC em sua prática pedagógica e o objeto de estudo foi a
vivência dos professores da educação infantil e do ensino fundamental anos iniciais durante
uma formação baseada no modelo FIPELD e como eles vão aplicar os conhecimentos
adquiridos considerando o nível de competências digitais tendo como base as seis áreas do
Quadro Europeu de Referência para a Competência Digital - DigCompEdu: (1) Envolvimento
Profissional, (2) Recursos Digitais, (3) Ensino e Aprendizagem, (4) Avaliação, (5) Capacitação
dos Aprendentes, e (6) Promoção da Competência Digital dos Aprendentes, além do nível de
satisfação da formação considerando as dimensões (a) Programa e Materiais, (b) Metodologia,
(c) Pertinência da formação, (d) Formadora e (e) Ferramentas Tecnológicas. A formação teve
como modelo referencial a Formação Integrada, Permanente e Evolutiva para Literacia Digital
– FIPELD subdividido em cinco etapas: motivação, preparação, ação, avaliação e reação.
Procura-se verificar em que medida essa análise da proficiência digital e o nível de satisfação
se correlacionam entre si. A pesquisa assumiu uma investigação de natureza quantitativa com
recolha de dados através de dois questionários e qualitativa utilizando-se do procedimento de
estudo de caso, com um grupo de 05 professores da Escola Oficina Criativa, que fica em
Petrópolis, na cidade do Rio de Janeiro, no Brasil. A formação foi conduzida pela investigadora.
As conclusões do presente estudo demonstram que a formação proposta contribuiu para o
desenvolvimento e aplicabilidade do uso das TDIC em sala de aula, bem como a progressão do
nível de proficiência digital dos professores participantes. Entende-se como principal
contribuição para esta investigação a relevância de incluir nos cursos de formação de
professores a temática sobre o uso e a gestão das tecnologias digitais na prática pedagógica do
professor, atendendo as esferas de cunho de desenvolvimento profissional e progressão do nível
de proficiência digital dos professores.
The present study aims to investigate the level of digital proficiency of basic education teachers and the level of satisfaction of its use, as well as the management of the use of Digital Information and Communication Technologies - ICT in their teaching practice, in order to promote an innovative education in their daily classroom. The problem under study is premised on the lack of digital literacy among basic education teachers in the segments of Early Childhood Education and Elementary School. In this way, we seek to analyze and critically reflect on the evolution of normative documents regarding Brazilian Basic Education and its practical development in fact. The objective of this research is to analyze how teachers are using ICT in their pedagogical practice and the object of study was the experience of kindergarten and elementary school teachers during a training based on the FIPELD model and how they will apply the acquired knowledge considering the level of digital competencies based on the six areas of the European Reference Framework for Digital Competence - DigCompEdu: (1) Professional Engagement, (2) Digital Resources, (3) Teaching and Learning, (4) Assessment, (5) Empowerment of Learners, and (6) Promoting Learners' Digital Competence, in addition to the level of satisfaction of the training considering the dimensions (a) Program and Materials, (b) Methodology, (c) Training Relevance, (d) Trainer, and (e) Technology Tools. The training had as a referential model the Integrated, Permanent and Evolving Training for Digital Literacy - FIPELD subdivided into five stages: motivation, preparation, action, evaluation and reaction. The aim is to verify to what extent this analysis of digital proficiency and the level of satisfaction correlate with each other. The research assumed an investigation of a quantitative nature with data collection through two questionnaires and qualitative using the case study procedure, with a group of 05 teachers from the School Oficina Criativa, which is located in Petrópolis, in the city of Rio de Janeiro, Brazil. The training was conducted by the researcher. The conclusions of this study show that the proposed training contributed to the development and applicability of the use of ICT in the classroom, as well as the progression of the digital proficiency level of the participating teachers. It is understood as the main contribution to this research the relevance of including in teacher training courses the theme of the use and management of digital technologies in the pedagogical practice of teachers, attending the spheres of professional development and progression of the level of digital proficiency of teachers.
The present study aims to investigate the level of digital proficiency of basic education teachers and the level of satisfaction of its use, as well as the management of the use of Digital Information and Communication Technologies - ICT in their teaching practice, in order to promote an innovative education in their daily classroom. The problem under study is premised on the lack of digital literacy among basic education teachers in the segments of Early Childhood Education and Elementary School. In this way, we seek to analyze and critically reflect on the evolution of normative documents regarding Brazilian Basic Education and its practical development in fact. The objective of this research is to analyze how teachers are using ICT in their pedagogical practice and the object of study was the experience of kindergarten and elementary school teachers during a training based on the FIPELD model and how they will apply the acquired knowledge considering the level of digital competencies based on the six areas of the European Reference Framework for Digital Competence - DigCompEdu: (1) Professional Engagement, (2) Digital Resources, (3) Teaching and Learning, (4) Assessment, (5) Empowerment of Learners, and (6) Promoting Learners' Digital Competence, in addition to the level of satisfaction of the training considering the dimensions (a) Program and Materials, (b) Methodology, (c) Training Relevance, (d) Trainer, and (e) Technology Tools. The training had as a referential model the Integrated, Permanent and Evolving Training for Digital Literacy - FIPELD subdivided into five stages: motivation, preparation, action, evaluation and reaction. The aim is to verify to what extent this analysis of digital proficiency and the level of satisfaction correlate with each other. The research assumed an investigation of a quantitative nature with data collection through two questionnaires and qualitative using the case study procedure, with a group of 05 teachers from the School Oficina Criativa, which is located in Petrópolis, in the city of Rio de Janeiro, Brazil. The training was conducted by the researcher. The conclusions of this study show that the proposed training contributed to the development and applicability of the use of ICT in the classroom, as well as the progression of the digital proficiency level of the participating teachers. It is understood as the main contribution to this research the relevance of including in teacher training courses the theme of the use and management of digital technologies in the pedagogical practice of teachers, attending the spheres of professional development and progression of the level of digital proficiency of teachers.
Descrição
Dissertação de mestrado, Educação (Área de Especialização em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2022
Palavras-chave
Desenvolvimento das competências Professores - Formação Tecnologias da informação Educação básica Teses de mestrado - 2022