Uma janela para as práticas de TIC dos professores: discernimento entre o ensino e a complexa ciência da pedagogia

Thirusellvan Vandeyar

Resumo


Usando a noção de Loughran sobre a complexidade do ensino, este estudo se propôs a explorar como os professores usavam a tecnologia da informação e comunicação (TIC) em suas práticas em sala de aula. O estudo é baseado em métodos de pesquisa qualitativa. A captura de dados incluiu uma mistura de entrevistas semiestruturadas, observações e análise de documentos. Os dados foram analisados usando métodos de análise de conteúdo. Os resultados foram quádruplos. Primeiro, pequenos grupos de professores inovadores mudaram sua pedagogia. Segundo, as crenças dos professores sugerem uma compreensão (errônea) de seu ensino induzido pelas TIC, que eles perceberam como pedagogia modificada, mas, na realidade, apenas mudaram seu modo de repassar o currículo. Terceiro, a maioria dos professores parecia reposicionar sua prática, usando a tecnologia para facilitar as demandas de um currículo com roteiro, simplesmente mudando sua forma de ensinar. Quarto, a aprendizagem da observação de professores é perpetuada ainda mais por meio de treinamento em serviço que não promove mudanças pedagógicas experienciais.

 

Palavras-chave


TIC; Pedagogia; Ensino; Aprendizagem experimental; Agentes de mudança

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DOI: http://dx.doi.org/10.1590/s0104-40362020002802388

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