Social representation of teachers from initial series of the basic education in the city of Cáceres-MT about their learning with the use of the digital technology / A representação social dos professores das séries iniciais do ensino fundamental do municipio de Cáceres-MT sobre aprender com o uso da tecnologia digital

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The present study integrates the research line "Pedagogic practices and their relations with teacher formation", aiming at comprehending the social representation of the teacher who works in the first four series of basic education in the city of Cáceres/ MT. It is about the teachers learning through the use of the digital technology in continuous formation situation. The research was carried out in a state public school, having as criterion of selection the school which had received the computer laboratory from the Program of information technology in Education, and the teachers who have taken part in the continuous formation course for teachers in the educative information technology, given by the Educational Technology Nucleus. For the data collection, we use the documentary analysis of the project of teacher formation called "the use of the technologies in the education - new ways of teaching and learning" and a semi-structured interview. The answers were initially transcribed and were submitted to the content analysis; afterwards, they were divided into categories and grouped by affinities/similarities resulting in three thematics: a) the continuous formation of the teacher with the digital technology, b) the learning process with the digital technology and c) the changes of teaching and educating with the digital technologies. With the analysis it was possible to get the following results: the revealed representations in the first thematic are connected with the knowledge, with the technological domain and with the capacity of handling the computer. In relation to the second thematic, the representations reveal that the teachers conception of learning restricts mainly to the students process, in other words, he (teacher) does not identify itself as the subject of learning; he considers only the formal practices in the classroom. As for the third thematic, the revealed representations are referred to the occurrence of a truly interdisciplinary work between the teachers, the students and the community, as a result of the introduction of digital technologies. However, we conclude that the teachers learn by the experiential and independent learning, and it indicates that the courses of formation must happen in the school context, taking into consideration the demands presented by the teachers.

ASSUNTO(S)

formação contínua educacao tecnologia digital. continuous formation. digital technology representação social social representation

ACESSO AO ARTIGO

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