Formação continuada de professores de uma escola pública estadual, visando a inserção das TIC em sala de aula
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/19166 |
Resumo: | This research was conducted between 2015 and 2018 in a state public school in the city of Santa Maria / RS and had the participation of teachers and students in this school. The aim of the study was to analyze the possible contributions of a continued teacher education program using ICT as part of the teaching strategy. Characterized as qualitative research, with exploratory objective in a collaborative research format, the study provided the opportunity to write three scientific manuscripts. The first one deals with "Study of the teacher’s profile and the technologies employed in the classroom in a public state school in the city of Santa Maria / RS", the second manuscript "Importance of continued education in teaching pedagogical praxis for the use of technologies: a necessary space", and the third named, "Encouraging student leadership through a training program for insertion of ICT in the classroom." We identified that the teachers, being the co-authors of the process, presented greater commitment regarding their participation and, although it was not the object of this research, creativity occurred to innovate their own classroom practice with the development of new proposals. The measured results allow us to build the following statements: for teacher education processes, it is necessary to plan for the long term, so that there is a time between the new skills developed with the use of ICT and the effective introspection by the teacher. The training developed expanded the use and frequency of ICT by teachers, and all participants began to incorporate technologies as classroom tools. Based on the teacher training strategy we can state that there have been changes in the behavior of teaching professionals and a reflection on the practice. With the new skills developed, the process of use and the portfolio of ICT used deepened to greater levels of complexity and expanded the technologies used. Finally, there was a role for students, from the training, where they began to use ICT for research, work development and see themselves as co-participants in the process of expanding learning opportunities, suggesting other technologies and approaches. We conclude that if there is a pragmatic way of improving the quality of teaching through teacher training, this same path can still bring with it new educational practices, as well as enabling a greater protagonism of the student in his role as an apprentice. It bring together the opportunity of a school that starts to develop a culture of research on technology support. This study, therefore, has brought relevance to the area of research on teacher education and the use of ICT by offering a perspective from which other researchers can broaden further studies to improve this proposal as well as reproduce it in other schools. |
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2019-12-17T12:41:31Z2019-12-17T12:41:31Z2019-08-26http://repositorio.ufsm.br/handle/1/19166This research was conducted between 2015 and 2018 in a state public school in the city of Santa Maria / RS and had the participation of teachers and students in this school. The aim of the study was to analyze the possible contributions of a continued teacher education program using ICT as part of the teaching strategy. Characterized as qualitative research, with exploratory objective in a collaborative research format, the study provided the opportunity to write three scientific manuscripts. The first one deals with "Study of the teacher’s profile and the technologies employed in the classroom in a public state school in the city of Santa Maria / RS", the second manuscript "Importance of continued education in teaching pedagogical praxis for the use of technologies: a necessary space", and the third named, "Encouraging student leadership through a training program for insertion of ICT in the classroom." We identified that the teachers, being the co-authors of the process, presented greater commitment regarding their participation and, although it was not the object of this research, creativity occurred to innovate their own classroom practice with the development of new proposals. The measured results allow us to build the following statements: for teacher education processes, it is necessary to plan for the long term, so that there is a time between the new skills developed with the use of ICT and the effective introspection by the teacher. The training developed expanded the use and frequency of ICT by teachers, and all participants began to incorporate technologies as classroom tools. Based on the teacher training strategy we can state that there have been changes in the behavior of teaching professionals and a reflection on the practice. With the new skills developed, the process of use and the portfolio of ICT used deepened to greater levels of complexity and expanded the technologies used. Finally, there was a role for students, from the training, where they began to use ICT for research, work development and see themselves as co-participants in the process of expanding learning opportunities, suggesting other technologies and approaches. We conclude that if there is a pragmatic way of improving the quality of teaching through teacher training, this same path can still bring with it new educational practices, as well as enabling a greater protagonism of the student in his role as an apprentice. It bring together the opportunity of a school that starts to develop a culture of research on technology support. This study, therefore, has brought relevance to the area of research on teacher education and the use of ICT by offering a perspective from which other researchers can broaden further studies to improve this proposal as well as reproduce it in other schools.Esta pesquisa foi desenvolvida entre os anos de 2015 a 2018 em uma escola pública estadual da cidade Santa Maria/RS e contou com a participação de docentes e discentes esta escola. O objetivo do estudo foi o de analisar as possíveis contribuições de um programa de formação docente continuada com o uso de TIC como parte da estratégia de ensino. Caracterizada como pesquisa qualitativa, com objetivo exploratório e caracterizada no formato de pesquisa colaborativa, o estudo oportunizou a escrita de três manuscritos científicos. O primeiro deles aborda "Estudo sobre o perfil docente e as tecnologias empregadas em sala de aula em uma escola estadual pública no município de Santa Maria/RS", o segundo manuscrito "Importância da formação continuada na práxis pedagógica docente para o uso de tecnologias: um espaço necessário" e o terceiro nominado como " Incentivando o protagonismo discente através de um programa de formação para a inserção das TIC em sala de aula." Foi identificado que as docentes, quando da formação, sendo coautoras do processo apresentaram maior engajamento quanto a sua participação e embora não seja objeto desta pesquisa, percebeuse que ocorreu criatividade para inovar a própria prática de sala de aula, com o desenvolvimento de novas propostas. Os resultados mensurados, permitem construir as seguintes afirmativas: para processos de formação docente, faz-se necessário que sejam planejados para longo prazo, para que haja um tempo entre as novas habilidades desenvolvidas com o uso das TIC e a efetiva introspeção pelo docente. As formações desenvolvidas, ampliaram o uso e a frequência das TIC pelas docentes, sendo que, todas as participantes passaram a incorporar as tecnologias como ferramentas de aula. A partir da estratégia de formação docente podemos afirmar que ocorreram mudanças de comportamento dos profissionais docentes e uma reflexão a respeito da prática, com as novas habilidades desenvolvidas o processo de uso e o portfólio de TIC utilizadas aprofundaram-se para maiores níveis de complexidade e ampliaram-se as tecnologias utilizadas. Por fim, ocorreu um protagonismo dos discentes, a partir da formação, onde estes passaram a utilizar as TIC para pesquisas, desenvolvimento de trabalhos e também vendo a si mesmos, como coparticipantes do processo de ampliar as oportunidades de aprendizagem, sugerindo outras tecnologias e abordagens. Concluímos que se há um caminho pragmático de melhoria da qualidade do ensino através da formação docente, este mesmo caminho, pode ainda trazer consigo novas práticas educativas além de viabilizar um maior protagonismo do discente no seu papel de aprendiz, agrega-se ainda a oportunidade da escola que passa a construir uma cultura de pesquisa do suporte das tecnologias. Esta investigação, trouxe, portanto, relevância a área de pesquisa sobre formação docente e o uso de TIC oferecendo uma perspectiva sob a qual outros pesquisadores poderão ampliar a aprofundar a investigação para melhorar esta proposta bem como reproduzi-la em outras escolas.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBrasilBioquímicaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessDesenvolvimento profissional docentePesquisa colaborativaTICProfessional development of teachersCollaborative researchICTCNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICAFormação continuada de professores de uma escola pública estadual, visando a inserção das TIC em sala de aulaContinued training of teachers in a state public school, aiming at the insertion of ICT in the classroominfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisSoares, Félix Alexandre Antuneshttp://lattes.cnpq.br/8752453650114092Loreto, Elgion Lucio da Silvahttp://lattes.cnpq.br/6493669115018157Krug, Marilia de Rossohttp://lattes.cnpq.br/6505432068697489Ilha, Phillip Vilanovahttp://lattes.cnpq.br/0390762757228334Santos, Daniela Lopes doshttp://lattes.cnpq.br/0357112600823721Lanes, Karoline Goularthttp://lattes.cnpq.br/5708290288267329http://lattes.cnpq.br/4212107132851430Lima, Ana Paula Santos de2008000000026003aef53b7-b173-4c56-a944-bed2de5e5dda24c6527f-564a-45d9-9a91-3d8b81d8714051e64840-2115-48e5-a1ae-149b2103bd0454dedbae-6d7a-4a0a-8fdf-6e107703cfcaece85f92-7037-47d6-9269-9596122f1bb863cd63ef-f35b-4a72-8469-ad622b473fb8728ba242-b093-481c-95f3-7f001b7bf1ffreponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Formação continuada de professores de uma escola pública estadual, visando a inserção das TIC em sala de aula |
dc.title.alternative.eng.fl_str_mv |
Continued training of teachers in a state public school, aiming at the insertion of ICT in the classroom |
title |
Formação continuada de professores de uma escola pública estadual, visando a inserção das TIC em sala de aula |
spellingShingle |
Formação continuada de professores de uma escola pública estadual, visando a inserção das TIC em sala de aula Lima, Ana Paula Santos de Desenvolvimento profissional docente Pesquisa colaborativa TIC Professional development of teachers Collaborative research ICT CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
title_short |
Formação continuada de professores de uma escola pública estadual, visando a inserção das TIC em sala de aula |
title_full |
Formação continuada de professores de uma escola pública estadual, visando a inserção das TIC em sala de aula |
title_fullStr |
Formação continuada de professores de uma escola pública estadual, visando a inserção das TIC em sala de aula |
title_full_unstemmed |
Formação continuada de professores de uma escola pública estadual, visando a inserção das TIC em sala de aula |
title_sort |
Formação continuada de professores de uma escola pública estadual, visando a inserção das TIC em sala de aula |
author |
Lima, Ana Paula Santos de |
author_facet |
Lima, Ana Paula Santos de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Soares, Félix Alexandre Antunes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8752453650114092 |
dc.contributor.referee1.fl_str_mv |
Loreto, Elgion Lucio da Silva |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6493669115018157 |
dc.contributor.referee2.fl_str_mv |
Krug, Marilia de Rosso |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6505432068697489 |
dc.contributor.referee3.fl_str_mv |
Ilha, Phillip Vilanova |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/0390762757228334 |
dc.contributor.referee4.fl_str_mv |
Santos, Daniela Lopes dos |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/0357112600823721 |
dc.contributor.referee5.fl_str_mv |
Lanes, Karoline Goulart |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/5708290288267329 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4212107132851430 |
dc.contributor.author.fl_str_mv |
Lima, Ana Paula Santos de |
contributor_str_mv |
Soares, Félix Alexandre Antunes Loreto, Elgion Lucio da Silva Krug, Marilia de Rosso Ilha, Phillip Vilanova Santos, Daniela Lopes dos Lanes, Karoline Goulart |
dc.subject.por.fl_str_mv |
Desenvolvimento profissional docente Pesquisa colaborativa TIC |
topic |
Desenvolvimento profissional docente Pesquisa colaborativa TIC Professional development of teachers Collaborative research ICT CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
dc.subject.eng.fl_str_mv |
Professional development of teachers Collaborative research ICT |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
description |
This research was conducted between 2015 and 2018 in a state public school in the city of Santa Maria / RS and had the participation of teachers and students in this school. The aim of the study was to analyze the possible contributions of a continued teacher education program using ICT as part of the teaching strategy. Characterized as qualitative research, with exploratory objective in a collaborative research format, the study provided the opportunity to write three scientific manuscripts. The first one deals with "Study of the teacher’s profile and the technologies employed in the classroom in a public state school in the city of Santa Maria / RS", the second manuscript "Importance of continued education in teaching pedagogical praxis for the use of technologies: a necessary space", and the third named, "Encouraging student leadership through a training program for insertion of ICT in the classroom." We identified that the teachers, being the co-authors of the process, presented greater commitment regarding their participation and, although it was not the object of this research, creativity occurred to innovate their own classroom practice with the development of new proposals. The measured results allow us to build the following statements: for teacher education processes, it is necessary to plan for the long term, so that there is a time between the new skills developed with the use of ICT and the effective introspection by the teacher. The training developed expanded the use and frequency of ICT by teachers, and all participants began to incorporate technologies as classroom tools. Based on the teacher training strategy we can state that there have been changes in the behavior of teaching professionals and a reflection on the practice. With the new skills developed, the process of use and the portfolio of ICT used deepened to greater levels of complexity and expanded the technologies used. Finally, there was a role for students, from the training, where they began to use ICT for research, work development and see themselves as co-participants in the process of expanding learning opportunities, suggesting other technologies and approaches. We conclude that if there is a pragmatic way of improving the quality of teaching through teacher training, this same path can still bring with it new educational practices, as well as enabling a greater protagonism of the student in his role as an apprentice. It bring together the opportunity of a school that starts to develop a culture of research on technology support. This study, therefore, has brought relevance to the area of research on teacher education and the use of ICT by offering a perspective from which other researchers can broaden further studies to improve this proposal as well as reproduce it in other schools. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-12-17T12:41:31Z |
dc.date.available.fl_str_mv |
2019-12-17T12:41:31Z |
dc.date.issued.fl_str_mv |
2019-08-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
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http://repositorio.ufsm.br/handle/1/19166 |
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http://repositorio.ufsm.br/handle/1/19166 |
dc.language.iso.fl_str_mv |
por |
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por |
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200800000002 |
dc.relation.confidence.fl_str_mv |
600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Bioquímica |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional Manancial UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional Manancial UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
ouvidoria@ufsm.br |
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1808854693859819520 |