Google for education na formação continuada de professores do ensino médio em Patos-PB

Abstract

Advances in information and communication technologies and their impact on education have provided new ways of educating the challenges posed by the teaching-learning process. The use of technologies at school such as Google for Education enables the teacher to adopt new methodologies with the potential to boost school knowledge, student learning and pedagogical practice. In view of this assumption, the following problem arises: can continuing teacher education contribute to the inclusion of Google for Education tools/applications in Paraíba State High School? The general objective of the present research was to develop a continuing experience of teachers with Google for Education as a virtual teaching-learning environment and a didactic-pedagogical instrument at the Integral Citizenship School Monsignor Manuel Vieira, in the city of Patos-PB. As specific objectives, it was intended to identify the profile of teachers in relation to the use of Google for Education tools; and evaluate the impact of the training process on teachers' knowledge and application handling. The methodology used was qualitative and involved as central procedures the literature review, supported by authors such as Andrade (2017), Antunes (1999), Freire and Papert (1996), Lisboa and Barreto (2009); documentary research with the Monsignor Manuel Vieira School; the application of online questionnaire to the teachers of the 3rd year of high school, through the Google Forms tool; and action research, according to Thiollent (2004; 2008) and Tripp (2005), which was based on teacher training aimed at instrumentalizing the package of applications offered by Google for Education. On the one hand, the results revealed the underutilization of Google's tools and applications by teachers. On the other hand, the results of the workshop "Google App's Classroom: possibilities in the teaching-learning process", developed during the research, were extremely successful, proving that schools need not only technologies, but also permanent training of the body teacher. It is concluded that, by providing teachers with adequate continuing education, Google for Education is able to promote reflection and improvement of its pedagogical practice in teachers, improving the knowledge and handling of technological devices in the classroom.