Desenvolvimento cognitivo, uma ferramenta tecnológica para professores da educação básica

Abstract

Faced with the numerous challenges faced by teachers, in their pedagogical conceptions and practices, the use of new technologies as an aid tool in class construction and as methodological support, has been the largest of them. Thus, our object of study in this dissertation of professional masters was to observe and seek to understand the process of conception of the teacher's class and its relation with the new technologies. Despite the increasing advancement of technologies and their presence in the classroom, there are two important aspects that we need to highlight: has been a stimulating presence for some and a confrontation of skills and competencies for others. For digital natives, it has been proposed as something revolutionary, capable of promoting the individual beyond their expectations, however, many unskilled teachers are skeptical and perplexed by the challenges that new technologies present. After observing and accompanying the locus of the research, which were the spaces of construction and development of the teacher's class, at home, in the school library, in the classroom, we perceive the complexity of the teaching and learning movement, given the multiple possibilities that new technologies offer and the invariable difficulties of operationalizing these technologies, facing the many other obstacles of being a teacher in the present century. n this sense of observation to understand, Mattos and Castro (2011), Imbernón (2009), Candau and Sacavino (2015), Sacristán (2000), helped us a lot to understand the teacher's continued formation for now and the future. Leading us to the awareness that we need to initiate the promotion of practices linked to new technologies, in a training that privileges mainly those that guide the process of knowledge and development of learning in the classroom, the teacher. It is necessary for the teacher to understand his working tools and their possibilities of use. This research sought to observe the teachers' knowledge about the use of new technologies and the multiplicity of technological instruments applied to the classroom, from the conception of the lesson, in the private spaces of each teacher until the effectiveness of the same. We seek to promote a rapprochement between the teacher and the digital, so that both are united as to the possibilities of promoting an inclusive education. Our research product was the construction of the pedagogical Agenda for guidance and monitoring of the teaching process, through a scale of observation of the student's cognitive development, which consists in the use of a digital recording tool and the organization of the activities carried out in the classroom. The tool seeks to inform the teacher about possible changes to improve or intervene in their teaching practices. The tool was built exclusively so that the teacher can organize his teaching plan and evaluate the multiple possibilities of the class, based on the student's learning, considering the cognitive development of each one involved in this process of learning to be. From the observations of the teacher's daily life, we were able to verify that the comprehension of his classroom practices and evaluation of students' learning, in the middle of the race to teach and academically evaluate the more than 100, divided into three schools and that considering the learning process of each of them, becomes stressful task, without there being an organizing tool for all these data, that optimizes and directs the evaluation of teaching and consequently of learning. Therefore, the creation of the pedagogical agenda tool assists the teacher in this process and promotes more assertive and precise attention to the teaching-learning of each student.