Trabalho de conclusão de curso: sequências didáticas com o uso das tecnologias de informação e comunicação como recurso pedagógico em sala de aula

• Autor(a) principal: Eliete Moreira Rodrigues
• Data de Publicação: 2020
• Idioma: por
• Título da fonte: Repositório Institucional da UFMG
• Texto Completo: http://hdl.handle.net/1843/36446
• topic: Educação tecnológica; Prática docente; Propostas pedagógicas; Tecnologias digitais; Sequências didáticas - Material didático; Educação tecnológica; Prática docente

One of the greatest milestones of the 21st century is the fact of living immersed in a digital society. Technologies have brought about changes in all social segments, and challenge learning methodologies. Schools were invented in an industrial era and spent long years using analog technologies. Most teachers graduated from traditional classes and did not use digital technologies. This condition often creates a gap between society and the pedagogical practices carried out at school and constitute a challenge for teachers: innovating teaching practices to build possible learning for digital students. New skills are needed in the knowledge society, such as: communication skills, the ability to learn independently, ethics and responsibility, team activities and flexibility, critical thinking, digital skills and knowledge management. In view of such perspectives, the present work seeks to expose reflections on the use of the didactic sequence (SD) in pedagogical activities with the use of information and communication technologies, however, the same objective is to reflect on the use of SD, as a tool for development of reading and writing in teaching, based on teaching practices developed at school. The literature review on the theme of DS in the classroom was initially adopted as a methodological procedure. Then, the records in the field diaries were used, in order to rescue the experiences obtained through the first actions carried out with the use of didactic / pedagogical workshops for the teaching of reading and writing. In addition, in this monographic work a memorial was presented where it emphasizes a professional timeline of the author. Bearing in mind that, the study was based on writing about the perception of the character's practice and teaching.