Tecnologias de informação e comunicação na formação docente: uma abordagem pedagógica com ferramentas digitais

Abstract

Information and communication technologies and their pedagogical use are the focus of discussions in the current educational scenario. In this sense, this study focuses on teacher training and the use of new technologies as a didactic resource. Given the constant demands involving the use of technologies in the routine of classes, this research sought to answer the following question: How can the use of technologies and multimedia resources contribute to teacher training and, consequently, to the improvement of pedagogical practices in elementary school? To answer this question, a qualitative study was conducted based on bibliographic research and action research, aimed to improve teaching practices for the use of digital technologies, from the use, preparation, and applicability of multimedia resources in the didactic and pedagogical routine. As a theoretical framework, different studies were considered, as follows: (1) Moran (1995; 2000; 2007; 2015; 2018), Lévy (1999; 1993), Valente (2018; 2005; 2003), Kenski (2012), and Gomes (2018) as a source of research on the use of digital technologies; (2) Assmann (2000;1998), Tardif (2002), Libâneo (2004), Imbernón (2013; 2010), and Nóvoa (2019; 2017; 2007) addressing the precepts of teacher training; (3) Coscarelli (2007), Rojo (2013), Aranha and Nascimento (2018), and Ribeiro (2019; 2016; 2009; 2007) focused on digital literacy and the use of multimodal means in teaching; and (4) Mayer (2009) who focus on the principles of multimedia learning. This research was carried out in a computer laboratory of a municipal school in Paraíba, Brazil, and involved elementary school teachers (4th and 5th grades). Pedagogical workshops were held to guide the teachers on the use of new digital technologies in teaching. The data were collected through observation and questionnaires. From the investigation of the object of study, a Tutorial was developed, as a product of this dissertation, for guiding elementary school teachers (final grades) on the production and use of multimedia tools, as well as the use of WebQuest. This study significantly contributed to the teachers’ training and performance regarding the digital technologies used in class. Moreover, it revealed the importance of offering continuing education of this nature so that teachers can appropriately insert information and communication technologies in their teaching practice.