O uso do computador no processo de ensino e aprendizagem: questões de representação social

• Autor(a) principal: Silva, Analigia Miranda da [UNESP]
• Data de Publicação: 2013
• Outros Autores: Lima, Claudia Maria [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://www.revistas.udesc.br/index.php/linhas/article/view/1984723814272013158; http://hdl.handle.net/11449/122561
• topic: Práticas Pedagógicas; Computador; Representação; Social; Pedagogical Practices; Computer; Social Representation

This paper presents the results of a study aimed at identifying and analyzing the theoretical and methodological principles that guide the practice of teachers in the early years of computer use in the teaching and learning. Specific objectives we seek to identify and analyze the social representations of teachers on the use of computers in teaching and learning. The research took a qualitative approach with a descriptive-explanatory and owned two phases of data collection: a) a questionnaire b) monitoring the daily practice of teachers in a selected school and semi-structured interview. The analysis of data was done through content analysis. Through the interrelationship of the data in the questionnaire, observation and interview, we found that the teachers surveyed have an address that does not match the teaching practice in the use of computers in the educational process. The theoretical expressed by teachers participating in the research meets constructivist beliefs and / or sociointeractionists but teaching practice thins primarily to behavioral assumptions. Observe social issues of representation when the speeches of the participating teachers did not correspond to their practices. Associated with this or as a cause of these conditions have failure, inadequacy or absence of teacher training for the use of computers in the educational process leading to under-utilization of this resource.