Biologia, formação de professores na era digital: estudo de caso nas Escolas Públicas do estado do Amazonas, Brasil
Data
2020-01-17
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A tese de doutoramento que me propus a realizar, aborda a integração das Tecnologias Digitais de Informação e Comunicação (TDIC) no contexto educativo, em particular no processo de ensino e de aprendizagem na disciplina de Biologia. Os recursos tecnológicos possibilitaram novas formas de ler, escrever, aprender, pensar, agir e diante dessa situação, é importante que o professor de Biologia, Ensino Médio (EM) reflita sobre essa realidade, repense sua prática pedagógica que lhe permita não só lidar com esse facto, como também modificá-lo. Os procedimentos didático-metodológicos, nesta nova realidade devem privilegiar a construção coletiva do conhecimento mediada pela tecnologia digital, na qual o professor é um partícipe pró-ativo que intermedia e orienta esta prática, sendo necessário que as lideranças institucionais continuem criando novas condições para a implantação e disseminação da informática na educação. Definimos como objetivo geral do estudo investigar a integração das TDIC, em sala de aula, a partir da formação dos pofessores de Biologia, EM. A pesquisa ocorreu em duas fases: no primeiro momento, buscou-se documentos comprobatórios e autorização para a validação da pesquisa; no segundo momento, são apresentadas as bases metodológicas da investigação, seguida da descrição da metodologia e aplicação dos instrumentos de recolha de dados: inquérito por questionário e entrevista seguida de um roteiro. Na sequência, são abordados os procedimentos do tratamento dos dados e as questões éticas do estudo integradas às TDIC, no contexto de uma abordagem quantitativa e qualitativa que permitiu concluir que os docentes de Biologia após a realização de formação contínua tendem a ter mais segurança na hora de trabalhar em sala de aula com as TDIC. Assim, as inovações tecnológicas têm influenciado na maneira de ser e de pensar dos indivíduos, no modo de perceber o mundo e de expressar-se em relação a si próprio e à sociedade.
This doctoral thesis that I put myself to do, is about integration of Digital Information and Communications Technologies (ICTD) at the educational context at the teaching and learning process at the biology subject. Technological resources have enabled new ways to read, write, learn, think, act and at this situation, it is important the High School (MS) Biology`s teacher reflects at this reality, rethink his pedagogical practice that allows him not only deal with the fact, as well as modify it. The didactic-methodological procedures at this new reality should favor the collective knowledge`s construction mediated digital technology, which the teacher is a proactive participant who conciliated and guides this practice, and it is necessary that the institutional leaders continue to create new conditions to implementation and dissemination of informatics in education. We defined as general objective of the study to investigate the integration of the ICTD in the class, from the formation of biology`s teachers. The research took place in two areas: at the first moment, we sought supporting documents and authorization to validate the experiment; at the second stage, the methodological test bases is presented, followed by the questionnaire survey and interview succeeded by a script. Consecutive, the data treatment method and the ethical questions of the study integrated to the ICTD are approached, at the context of a quantitative and qualitative approach that led to the conclusion: biology’s teachers after the continuous training tend to have more self-confidence in time to work in class with ICTD. Therefore, technological innovations have influenced the way of being and thinking of individuals, the way to notices the world and to express themselves in relation to one selves and the society.
This doctoral thesis that I put myself to do, is about integration of Digital Information and Communications Technologies (ICTD) at the educational context at the teaching and learning process at the biology subject. Technological resources have enabled new ways to read, write, learn, think, act and at this situation, it is important the High School (MS) Biology`s teacher reflects at this reality, rethink his pedagogical practice that allows him not only deal with the fact, as well as modify it. The didactic-methodological procedures at this new reality should favor the collective knowledge`s construction mediated digital technology, which the teacher is a proactive participant who conciliated and guides this practice, and it is necessary that the institutional leaders continue to create new conditions to implementation and dissemination of informatics in education. We defined as general objective of the study to investigate the integration of the ICTD in the class, from the formation of biology`s teachers. The research took place in two areas: at the first moment, we sought supporting documents and authorization to validate the experiment; at the second stage, the methodological test bases is presented, followed by the questionnaire survey and interview succeeded by a script. Consecutive, the data treatment method and the ethical questions of the study integrated to the ICTD are approached, at the context of a quantitative and qualitative approach that led to the conclusion: biology’s teachers after the continuous training tend to have more self-confidence in time to work in class with ICTD. Therefore, technological innovations have influenced the way of being and thinking of individuals, the way to notices the world and to express themselves in relation to one selves and the society.
Descrição
Tese apresentada à Universidade de Trás-os-Montes e Alto Douro como
requisito para a obtenção de grau de Doutor em Ciências da Educação
Palavras-chave
Biologia , Ensino Médio