Tecnologias digitais da informação e comunicação na educação básica: desafios e perspectivas para os anos finais do ensino fundamental

• Autor(a) principal: COSTA, Wallaks Linicker Silva
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
• Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/4842
• topic: tecnologias digitais;; Ensino Fundamental;; Imperatriz.; digital technologies;; Elementary School;; Imperatriz.; Tecnologia Educacional; Ciências Humanas

In recent decades there has been an expansion of digital technologies in all segments of society, promoting changes in habits and behavior, education is an area in which these changes cause constant challenges. Considering this reality, this study starts from the following question: how does the integration of TDIC's as technological and didactic resources, in two municipal elementary schools, work in the city of Imperatriz - MA? The present work aims to investigate how teachers from the municipal network of the city of Imperatriz - MA, integrate digital information and communication technologies in the final years of elementary school. The study, of a qualitative nature, is characterized as a multiple Case Study, carried out in two municipal schools in Imperatriz - MA. The chosen instruments for data collection were interviews with open and closed questions for two teachers from the municipal school system in Imperatriz - MA and systematic, non- participant observation. For data analysis, it was used the method of Content Analysis according to Bardin. The data indicate that although there are several technological tools and methodological strategies that allow an integration of ICTs in the classroom, mainly involving games, there are many challenges faced in order to make teaching practices effective in this direction. Among these challenges, we highlight the need for quality internet access. The availability of more technological devices was a very important point addressed by teachers, as the continuing education acquired by them does not yet address the technological demands for a truly innovative education.