Formação do professor da educação infantil com tecnologias da informação e comunicação: estudo de caso no município de Propriá/SE

• Autor(a) principal: Santos, Luiz Claudio Correia dos
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/18698
• topic: Educação infantil - Propriá (SE); Professores - formação; Tecnologia educacional; Ensino - meios auxiliares; Educação - estudo e ensino; Prática de ensino; Formação do Pedagogo; Tecnologias da Informação e Comunicação; Early Childhood Education; Education of the Pedagogue; Information and Communication Technologies; CIENCIAS HUMANAS::EDUCACAO

The aim of this research is to investigate the training of Early Childhood Education teachers with information and communication technologies (ICT) in a municipal public school in Propriá (SE). The general objective of the research is to understand the training of teachers who work in Early Childhood Education with Information and Communication Technologies. For this, a teaching institution in this municipality that offers Early Childhood Education was selected. From this choice, a total of four teachers were identified, who will be participants in this research. As a theoretical contribution to this investigation, Freire (2019); to think about ICT, Kenski (2012, 2013), Moran (2012) and Vasconcelos (2020, 2021); as for the legal documents that address Early Childhood Education, Brazil will be used (1998; 2006; 2009; 2018); As for the education of the pedagogue, Brazil (1946; 1988; 1989; Lévy; 2000), Gomes (2013, 2018), Libâneo (2006, 2007, 2010; 2011) and Oliveira (2019; 2020) are used as bases. It is an investigation with a qualitative approach and a case study, in which the data collection instruments used to understand the phenomenon to be studied will be worked from the application of a questionnaire and a semi-structured interview, elaborated from from the recommendations of Gil (2008) and Marconi and Lakatos (2003). The analysis of the results will be carried out using the technique of content analysis by Bardin (2016), with the purpose of approaching, from the collected data, possible categories and subcategories to understand the studied phenomenon and, through this, expose the final considerations. The results made possible an analysis about the formation of the Early Childhood Education teacher with technologies in Early Childhood Education and its consequences both in the initial and continuing formation of the education professional, as well as demonstrating the practices of teachers with technologies and student learning, difficulties with ICT, strategies for dealing with technological devices, school infrastructure and ICT, selection of technologies for classes and suggestions on practices for classes with the support of ICT. It was also noticed the emergence of several categories and subcategories that elucidated the object under study and contributed to a detailed analysis of this research, thus concluding that it is necessary to continue teacher training in relation to technologies, as well as the partnership between administrators, students and society is fundamental for the transformation of education.