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Competências digitais na formação de professores para o componente de tecnologia e inovação do programa inova do ensino médio paulista
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Orientador(es)
Resumo(s)
A escola é um importante agente na inserção das tecnologias como ferramenta de
pesquisa, produção de conteúdo, comunicação e elaboração de projetos, o que torna essencial
o letramento digital e o conhecimento adequado de funcionamento, potencialidades e desafios.
Nesse sentido, o Brasil formulou sua base curricular considerando ensino e prática com essas
ferramentas, e os estados alinharam-se a essas demandas, especialmente São Paulo, que, com
o Programa Inova Educação, incluiu a Tecnologia e a Inovação como componente no Ensino
Médio. É fato, então, que os docentes, como mediadores do ensino e da aprendizagem, devem
alinhar-se a esse currículo, para que possam apresentar as ferramentas, gerar reflexões e dar
feedbacks. Nesse sentido, a Secretaria de Educação elaborou formações voltadas para a equipe
docente, a fim de contextualizá-la e desenvolvê-la, partindo do princípio de que não precisavam
estar previamente habilitada para o componente.
A presente dissertação, então, é um estudo que, com uma abordagem metodológica
qualitativa de análise documental, busca reconhecer, com base nos quadros de competências
digitais brasileiro, a Matriz do CIEB, e europeu, o DigCompEdu, se os programas de formação
ofertados pela Rede de fato dão aos docentes competências técnicas e digitais necessárias para
atuarem em sala no componente Tecnologia e Inovação. Os resultados apontam que as
formações detalham parte das competências necessárias, em especial as voltadas para a
responsabilidade digital, a seleção de ferramentas virtuais e o letramento digital; entretanto, há
lacunas na formação voltada para ferramentas mais complexas, envolvendo programação e
robótica, especialmente. Nesse sentido, o presente trabalho elabora sugestões a respeito de
como essa formação pode ser complementada, a fim de desenvolver no docente esse
conhecimento, de maneira integral, para ser professor no componente do currículo do estado.
The school serves as an important agent in integrating technologies as tools for research, content production, communication, and project development. Essential to this integration is digital literacy and a thorough understanding of the functioning, potentials, and challenges associated with these technologies. In this context, Brazil has formulated its National Curricular Common Base (BNCC) with a focus on teaching and practical application of these tools. States have aligned themselves with these demands, notably São Paulo, which, through the Inova Educação Program, has incorporated Technology and Innovation as a component in secondary education. Consequently, educators, as facilitators of the teachinglearning process, must align themselves with this curriculum to effectively introduce these tools in the classroom, stimulate critical reflection, and provide feedback. In this regard, the State Department of Education (SEDUC) has designed teacher training programs aimed at contextualizing and enabling educators, with the understanding that they do not need to be fully prepared in advance for this component. This dissertation employs a qualitative document analysis methodology to examine whether the training programs offered by the education network truly equip educators with the technical competencies necessary to effectively teach the Technology and Innovation component, based on the Brazilian Digital Competence Framework, CIEB, and the European DigCompEdu framework. The results reveal that the training programs detail some of the necessary competencies, particularly those related to digital responsibility, virtual tool selection, and digital literacy. However, there are gaps in training related to more complex tools involving programming and robotics, in particular. In this context, this study offers suggestions on how this training can be supplemented to comprehensively develop educators' knowledge, enabling them to effectively teach the state curriculum's Technology and Innovation component.
The school serves as an important agent in integrating technologies as tools for research, content production, communication, and project development. Essential to this integration is digital literacy and a thorough understanding of the functioning, potentials, and challenges associated with these technologies. In this context, Brazil has formulated its National Curricular Common Base (BNCC) with a focus on teaching and practical application of these tools. States have aligned themselves with these demands, notably São Paulo, which, through the Inova Educação Program, has incorporated Technology and Innovation as a component in secondary education. Consequently, educators, as facilitators of the teachinglearning process, must align themselves with this curriculum to effectively introduce these tools in the classroom, stimulate critical reflection, and provide feedback. In this regard, the State Department of Education (SEDUC) has designed teacher training programs aimed at contextualizing and enabling educators, with the understanding that they do not need to be fully prepared in advance for this component. This dissertation employs a qualitative document analysis methodology to examine whether the training programs offered by the education network truly equip educators with the technical competencies necessary to effectively teach the Technology and Innovation component, based on the Brazilian Digital Competence Framework, CIEB, and the European DigCompEdu framework. The results reveal that the training programs detail some of the necessary competencies, particularly those related to digital responsibility, virtual tool selection, and digital literacy. However, there are gaps in training related to more complex tools involving programming and robotics, in particular. In this context, this study offers suggestions on how this training can be supplemented to comprehensively develop educators' knowledge, enabling them to effectively teach the state curriculum's Technology and Innovation component.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade de Inovação em Educação), 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Inovação Tecnologias digitais Competências digitais Literacia digital Professores - Formação Brasil Dissertações de mestrado - 2024