Representações socais de estudantes de cursos de licenciatura em química sobre a utilização das tecnologias da informação e da comunicação (TIC) na sala de aula

• Autor(a) principal: Jesus, Weverton Santos de
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/10671
• topic: Educação; Meios auxiliares de ensino; Tecnologia educacional; Inovações tecnológicas; Professores de ensino de primeiro grau; Formação de professores; Professores de química; Representações sociais; Tecnologia da informação e comunicação (TIC); Licenciatura em química; Social representations; Information technology and communication; Degree in chemistry; Education; Representaciones sociales; Tecnologia de la Información y Comunicación (TIC); Licenciatura en química; Educación; CIENCIAS HUMANAS::EDUCACAO

The study aimed to investigate the content and structure of the social representations of incoming and concluding students of Chemistry Degree courses on the use of Information and Communication Technologies (ICT) in the classroom, in three face-to-face Bachelor's degree courses in Chemistry of the state of Sergipe, linked to the Federal University of Sergipe - Câmpus of São Cristóvão (IFS/SC) and Câmpus of Itabaiana (UFS/ITA), and to the Federal Institute of Education, Science and Technology of Sergipe - Câmpus de Aracaju (IFS/AJU). This research is of a qualitative nature, carried out under the guidance of the Social Representations Theory (STR), proposed by Serge Moscovici, and the Central Nucleus Theory (TNC), conferred by Jean-Claude Abric. The research counted on the participation of 158 graduates, being 91 newcomers and 67 concluding subdivided among the three referred to IES. Respondents' responses were collected through a questionnaire that included, in the first part, the technical Words of Free Association (WFA) and, in the second part, questions of socioeconomic, cultural, academic and professional nature. The stimulus inducing ALP was the expression "the use of ICT in the classroom", and five the number of words requested to students, with subsequent hierarchization. The vocabulary processing was done with the help of software EVOC, version 2000, and software IRAMUTEQ, version 0.7 alpha 2. For both groups of graduates of UFS/SC, social representation assumed an instrumental dimension. The results confirmed the centrality of the terms, software and computer, for the graduating students and concluding, and that the other elements, internet, datashow and game, circulate between the central nucleus and the first periphery of both groups. The internal structure of social representation on the use of ICTs in the classroom for UFS/ITA graduating students was shown in a different way for the two participating social groups. The cognitions learning and development illustrated within the structural network of the participants, a pedagogical dimension on the use of the technology in the room. In the case of the conclusive ones, the social representation incorporated terms of instrumental order, with the elements: internet, computer, software. With regard to IFS/AJU graduates, the two groups have formulated different social representations, but when added, they reveal the transformative movement of the digital society we inhabit. The elements knowledge, internet, information and communication have given meaning to the representation for the newcomers; and the terms learning, innovation and ease to the concluding ones. Given this configuration, the social representations about the use of ICT in the classroom have been illuminating in the analysis of mechanisms that pose as interfering in the effectiveness of the initial training of the future professors of Chemistry participating in this research. The instrumental rationality conceived in the spaces destined to the formation for the use of the TIC is potentially reflected in the social representations of the concluding graduates, in the two Campuses of UFS. However, the social representations expressed by the IFS/AJU graduates have brought terms in line with the digital reality and the potentialities in the use of technologies, surpassing the limited conceptions imposed by the course. In this context, as portrayals of reality and theories that lead us to action, these social representations, associated with the documentary analysis enunciated in this research, have raised the need for a review of curricular proposals and discussion spaces about the use of ICTs in the classroom in undergraduate courses in Chemistry.