A identidade profissional docente e as tecnologias da informação e comunicação: estudo de boas práticas no 1º ciclo do ensino básico na região do Porto
Ficheiros
Data
2010
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Vivemos numa época em que a proliferação dos meios de comunicação mergulha os indivíduos em fluxos de informação e enfatiza o conhecimento como chave do desenvolvimento da humanidade. A inovação tecnológica tornou-se num instrumento de criação de riqueza e desenhou um paradigma informacional associado à cultura de eficiência, abertura ao mundo, colaboração e inteligência colectiva. Trata-se de uma visão que favorece a escola como espaço de criação e disseminação de conhecimento, mas que exige princípios éticos e uma atitude empreendedora rumo ao saber que os seus membros deverão desenvolver. Assim, a escola assume responsabilidades acrescidas na preparação dos futuros cidadãos da era digital. Neste contexto, pareceu-nos pertinente reflectir sobre “Identidade Profissional Docente e as Tecnologias da Informação e da Comunicação: Estudo de Boas Práticas no 1º Ciclo do Ensino Básico na Região do Porto” porque nos permite entender o modo como as escolas estão a responder à integração das TIC na educação, os efeitos dessa inclusão na identidade profissional docente e, ainda, contribuir par a disseminação de boas práticas como modelos criados pelos professores com recurso à tecnologia. Verificou-se que, embora a maioria dos professores use o computador com os seus alunos, a frequência da sua utilização, o tipo de actividades realizadas, o número de horas despendido (nomeadamente na escola), as experiências que desenvolveram e os resultados que obtiveram ainda estão aquém do optimismo associado às potencialidades das TIC e às expectativas do sucesso educativo. Tendo em conta o desenvolvimento profissional dos professores, identificámos necessidades formativas no corpo docente, nomeadamente em ferramentas da Web 2.0 e alguma dificuldade da escola em responder aos objectivos estabelecidos. Todavia, existe uma dinâmica que impulsiona um movimento positivo na utilização destas ferramentas tecnológicas à qual os professores e a escola começam a responder. Efectivamente, há professores que encontram soluções que respondem aos problemas actuais, recriando novos modos de aprender e de ensinar suportados por recursos tecnológicos, como demonstram as boas práticas que apresentamos. Verificou-se, ainda, que há diferentes tipologias de escolas e perfis mais aptos para responder às exigências desta nova era. É fundamental uma visão clara do modo como vivem os professores a sua profissão num tempo que exige renovação da identidade profissional docente para continuar a responder com a qualidade que uma sociedade da informação e do conhecimento exigem.
We live in an epoch in which the proliferation of the mass media plunges the individuals in flows of information and emphasizes knowledge as the key of the development of mankind. The technological innovation has become a tool for the creation of wealth and has drawn an information paradigm related to the culture of efficiency, openness to the world, cooperation and collective intelligence. It's a vision which enhances the school as a space of creation and dissemination of knowledge, but which demands ethical principles and an enterprising attitude in the direction of the knowledge its members must develop. Thus, the school takes new responsibilities in the education of the future citizens of the digital era. In this context, we have thought it was important to reflect on the "Teacher's Professional Identity and the Technologies of Information and Communication: Study of Good Practices in Primary School in the Region of Oporto" because it allows us to understand the way in which the schools are responding to the integration of the ITC in education, the effects of that inclusion in the teacher's professional identity and, still, contribute to the dissemination of good practices, as samples created by the teachers with resource to technology. We have verified that, although the majority of teachers use the computer with their students, the frequency of utilization, the type of activities carried out, the number of hours taken (namely in the school as a whole), the experiments that have been developed and the results that have been obtained are still far away from the optimism associated with the potentialities of the ITC and with the educational success. Having in mind the teachers' professional development, we identified formative needs among the teachers, namely in the tools of the web 2.0 and some difficulty of the school in responding to the objectives that were established. However, there exists a dynamics which actuates a positive movement in the utilization of these technological tools which the teachers and the school begin to respond to. In fact, there are teachers who find solutions which respond to today's problems, recreating new ways of learning and teaching supported by technological resources, as proved by the good practices that we present. It was also verified that there are different typologies of schools and profiles which are more prepared to respond to the demands of this new era. One thing is essential: a clear vision of the way teachers live their profession in a time which demands renewal of teacher's professional identity in order to be able to continue to respond with the quality that an information society and a knowledge society demand.
We live in an epoch in which the proliferation of the mass media plunges the individuals in flows of information and emphasizes knowledge as the key of the development of mankind. The technological innovation has become a tool for the creation of wealth and has drawn an information paradigm related to the culture of efficiency, openness to the world, cooperation and collective intelligence. It's a vision which enhances the school as a space of creation and dissemination of knowledge, but which demands ethical principles and an enterprising attitude in the direction of the knowledge its members must develop. Thus, the school takes new responsibilities in the education of the future citizens of the digital era. In this context, we have thought it was important to reflect on the "Teacher's Professional Identity and the Technologies of Information and Communication: Study of Good Practices in Primary School in the Region of Oporto" because it allows us to understand the way in which the schools are responding to the integration of the ITC in education, the effects of that inclusion in the teacher's professional identity and, still, contribute to the dissemination of good practices, as samples created by the teachers with resource to technology. We have verified that, although the majority of teachers use the computer with their students, the frequency of utilization, the type of activities carried out, the number of hours taken (namely in the school as a whole), the experiments that have been developed and the results that have been obtained are still far away from the optimism associated with the potentialities of the ITC and with the educational success. Having in mind the teachers' professional development, we identified formative needs among the teachers, namely in the tools of the web 2.0 and some difficulty of the school in responding to the objectives that were established. However, there exists a dynamics which actuates a positive movement in the utilization of these technological tools which the teachers and the school begin to respond to. In fact, there are teachers who find solutions which respond to today's problems, recreating new ways of learning and teaching supported by technological resources, as proved by the good practices that we present. It was also verified that there are different typologies of schools and profiles which are more prepared to respond to the demands of this new era. One thing is essential: a clear vision of the way teachers live their profession in a time which demands renewal of teacher's professional identity in order to be able to continue to respond with the quality that an information society and a knowledge society demand.
Descrição
Tese de Doutoramento em Educação, na Área de Tecnologia Educativa/Comunicação Educacional
Palavras-chave
Professores do básico 1º ciclo , Utilização das tecnologias da informação e comunicação , Região do Porto (Portugal) , Identidade profissional