PROFESSIONALTEACHER IN PUBLIC SCHOOLS OF TOCANTINS STATE: new context of teaching and learning by digital technologies

• Autor(a) principal: Lemos, Silvana Donadio
• Data de Publicação: 2016
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Observatório
• Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/2386
• topic: Teacher professionalization; Digital technologies; Educational innovation; Teacher professionalization; Digital technologies; Educational innovation; La profesionalizadón docente; tecnologias digitales; innovación educativa; La profesionalizadón docente; tecnologias digitales; innovación educativa; Profissionalização docente; Tecnologias digitais; Inovação educativa; Profissionalização docente; Tecnologias digitais; Inovação educativa

ABSTRACT This article is the cut of the Technical Report of the Workshop Theoretical and Practices Training Course of PROUCA-Tocantins , developed with professionals in the municipal schools from August 2013 to December 2014. The aim is to relate the pedagogical proposal of training teachers and managers of municipal schools for the pedagogical use of Information and Communication Digital Technologies (TDIC), from the use of the laptop. Further, the present design of two workshops and their recreation in three municipal schools, among the fifteen workshops offered in the training course. The methodology was based on the analysis of the Technical Report Theoretical-Practical Training Course of PROUCA-Tocantins. There is evidence that the inclusion of TDIC and laptop from Thematic Projects boosted a new relationship between teachers and students, actors and partners in work teams. There are indications that the inclusion of TDIC and laptop to pedagogical practices, motivated students to search, read, select, organize and share Information, dialogue, co-authored write and express new knowledge in different media languages for publication. There is evidence that the training helped minimize the insecurity of teachers to integrate TDIC and the laptop to pedagogical practices. Among the challenges present, there are different leveis of technological and pedagogical appropriation of school workers. It presents, as emerging indicator, the continuity of the studies of training within the school context, with a differentiated set of workshops.