Teacher training for the implementation of digital information and communication technologies in a presential context
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Data de Publicação: | 2021 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/24281 |
Resumo: | With the growing interest of the educational community in the digital literacy of students and teachers, in this article we seek to understand the daily challenges faced by teachers to implement the use of digital information and communication technologies - TDIC - in the teaching and learning process of Portuguese Language, in the public school, in face-to-face format. This is a qualitative study, descriptive and explanatory in nature, with field research subsidized by the application of a semi-structured interview and non-participatory observation recorded in a field notebook. We draw on contributions from Vygotsky (1991) on interaction in learning; the studies by Nóvoa (2007) on teacher education; the contributions of Coscarelli (2014, 2016) on digital literacy and the considerations of Alcântara and Lima (2019) about technology as a pedagogical resource. The results found so far have shown that, although there were structural challenges, in terms of teacher training and of a pedagogical nature, the digital literacy of educators, in the process of continuing education at school, expanded the possibilities of working with digital technologies. |
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Teacher training for the implementation of digital information and communication technologies in a presential contextFormación de profesores para la implementación de tecnologías de información y comunicación digitales en el contexto presencialA formação docente para implementação das tecnologias digitais de informação e comunicação em contexto presencialDocenciaFormación de profesoresAlfabetización digital.EnsinoFormação de professorLetramento digital.TeachingTeacher trainingDigital literacy.With the growing interest of the educational community in the digital literacy of students and teachers, in this article we seek to understand the daily challenges faced by teachers to implement the use of digital information and communication technologies - TDIC - in the teaching and learning process of Portuguese Language, in the public school, in face-to-face format. This is a qualitative study, descriptive and explanatory in nature, with field research subsidized by the application of a semi-structured interview and non-participatory observation recorded in a field notebook. We draw on contributions from Vygotsky (1991) on interaction in learning; the studies by Nóvoa (2007) on teacher education; the contributions of Coscarelli (2014, 2016) on digital literacy and the considerations of Alcântara and Lima (2019) about technology as a pedagogical resource. The results found so far have shown that, although there were structural challenges, in terms of teacher training and of a pedagogical nature, the digital literacy of educators, in the process of continuing education at school, expanded the possibilities of working with digital technologies.Con el creciente interés de la comunidad educativa en la alfabetización digital de estudiantes y docentes, en este artículo buscamos comprender los desafíos diarios que enfrentan los docentes para implementar el uso de las tecnologías de la información y la comunicación digitales - TDIC - en el proceso de enseñanza y aprendizaje. de Lengua Portuguesa, en la escuela pública, en formato presencial. Se trata de un estudio cualitativo, de carácter descriptivo y explicativo, con investigación de campo subvencionada por la aplicación de una entrevista semiestructurada y observación no participativa registrada en un cuaderno de campo. Nos basamos en las contribuciones de Vygotsky (1991) sobre la interacción en el aprendizaje; los estudios de Nóvoa (2007) sobre formación del profesorado; los aportes de Coscarelli (2014, 2016) sobre la alfabetización digital y las consideraciones de Alcântara y Lima (2019) sobre la tecnología como recurso pedagógico. Los resultados encontrados hasta el momento han mostrado que, si bien existían desafíos estructurales, en términos de formación docente y de carácter pedagógico, la alfabetización digital de los educadores, en el proceso de formación continua en la escuela, amplió las posibilidades de trabajar con tecnologías digitales.Com o crescente interesse da comunidade educativa pelo letramento digital de discentes e docentes, neste artigo procuramos compreender os desafios cotidianos enfrentados pelos professores para implementar a utilização de tecnologias digitais de informação e comunicação – TDIC - no processo de ensino e aprendizagem de Língua Portuguesa, na escola pública, em formato presencial. Trata-se de um estudo de cunho qualitativo, de natureza descritivo-explicativa, com pesquisa de campo subsidiada pela aplicação de uma entrevista semiestruturada e observação não participativa com registro em caderno de campo. Valemo-nos das contribuições de Vygotsky (1991) sobre a interação na aprendizagem; dos estudos de Nóvoa (2007) acerca da formação do professor; dos aportes de Coscarelli (2014, 2016) sobre letramento digital e das considerações de Alcântara e Lima (2019) acerca da tecnologia como recurso pedagógico. Os resultados encontrados até o momento demonstraram que, embora houvesse desafios estruturais, de formação docente e de natureza pedagógica, o letramento digital dos educadores, em processo de formação continua na escola, ampliou as possibilidades de trabalho com as tecnologias digitais.Research, Society and Development2021-12-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2428110.33448/rsd-v10i16.24281Research, Society and Development; Vol. 10 No. 16; e575101624281Research, Society and Development; Vol. 10 Núm. 16; e575101624281Research, Society and Development; v. 10 n. 16; e5751016242812525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/24281/21242Copyright (c) 2021 Claudia Lucia Landgraf Valerio; Mercedes Fátima de Canha Crescitellihttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessValerio, Claudia Lucia Landgraf Crescitelli, Mercedes Fátima de Canha 2021-12-20T11:03:07Zoai:ojs.pkp.sfu.ca:article/24281Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:42:53.641271Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Teacher training for the implementation of digital information and communication technologies in a presential context Formación de profesores para la implementación de tecnologías de información y comunicación digitales en el contexto presencial A formação docente para implementação das tecnologias digitais de informação e comunicação em contexto presencial |
title |
Teacher training for the implementation of digital information and communication technologies in a presential context |
spellingShingle |
Teacher training for the implementation of digital information and communication technologies in a presential context Valerio, Claudia Lucia Landgraf Docencia Formación de profesores Alfabetización digital. Ensino Formação de professor Letramento digital. Teaching Teacher training Digital literacy. |
title_short |
Teacher training for the implementation of digital information and communication technologies in a presential context |
title_full |
Teacher training for the implementation of digital information and communication technologies in a presential context |
title_fullStr |
Teacher training for the implementation of digital information and communication technologies in a presential context |
title_full_unstemmed |
Teacher training for the implementation of digital information and communication technologies in a presential context |
title_sort |
Teacher training for the implementation of digital information and communication technologies in a presential context |
author |
Valerio, Claudia Lucia Landgraf |
author_facet |
Valerio, Claudia Lucia Landgraf Crescitelli, Mercedes Fátima de Canha |
author_role |
author |
author2 |
Crescitelli, Mercedes Fátima de Canha |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Valerio, Claudia Lucia Landgraf Crescitelli, Mercedes Fátima de Canha |
dc.subject.por.fl_str_mv |
Docencia Formación de profesores Alfabetización digital. Ensino Formação de professor Letramento digital. Teaching Teacher training Digital literacy. |
topic |
Docencia Formación de profesores Alfabetización digital. Ensino Formação de professor Letramento digital. Teaching Teacher training Digital literacy. |
description |
With the growing interest of the educational community in the digital literacy of students and teachers, in this article we seek to understand the daily challenges faced by teachers to implement the use of digital information and communication technologies - TDIC - in the teaching and learning process of Portuguese Language, in the public school, in face-to-face format. This is a qualitative study, descriptive and explanatory in nature, with field research subsidized by the application of a semi-structured interview and non-participatory observation recorded in a field notebook. We draw on contributions from Vygotsky (1991) on interaction in learning; the studies by Nóvoa (2007) on teacher education; the contributions of Coscarelli (2014, 2016) on digital literacy and the considerations of Alcântara and Lima (2019) about technology as a pedagogical resource. The results found so far have shown that, although there were structural challenges, in terms of teacher training and of a pedagogical nature, the digital literacy of educators, in the process of continuing education at school, expanded the possibilities of working with digital technologies. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-19 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/24281 10.33448/rsd-v10i16.24281 |
url |
https://rsdjournal.org/index.php/rsd/article/view/24281 |
identifier_str_mv |
10.33448/rsd-v10i16.24281 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/24281/21242 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Claudia Lucia Landgraf Valerio; Mercedes Fátima de Canha Crescitelli https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Claudia Lucia Landgraf Valerio; Mercedes Fátima de Canha Crescitelli https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 16; e575101624281 Research, Society and Development; Vol. 10 Núm. 16; e575101624281 Research, Society and Development; v. 10 n. 16; e575101624281 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052791685906432 |