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Abstract(s)
O programa de inclusão das Tecnologias de Informação e Comunicação (TIC) nas escolas brasileiras - o ProInfo, foi criado pelo Governo Federal Brasileiro para ampliar a inclusão digital nas práticas pedagógicas nos ensinos fundamental e médio da rede pública tendo em conta o novo cenário do século XXI. No entanto, a implementação dos laboratórios de informática (LABIN) nas escolas nem sempre cumpriu a sua finalidade, facto que levou à realização desta investigação, cuja problemática está relacionada com o papel da gestão na implementação das TIC em duas escolas de educação básica no Município de Grajaú-Maranhão. Os objetivos estão relacionados com a importância que gestores, professores e alunos atribuem ao uso das TIC para a melhoria das aprendizagens em sala de aula, com a compreensão do papel da gestão em todo o processo e com as dificuldades apontadas pelos professores para a sua reduzida utilização. A metodologia, de caráter qualitativo, centrou-se num estudo de caso com utilização de observação não participante, questionários e entrevistas individuais. A análise e discussão dos resultados permitiu destacar que a implementação dos LABIN nas escolas vai muito além da instalação das infraestruturas físicas e de recursos humanos especializados. Exige planeamento cuidadoso e, sobretudo, metodologias que favoreçam o uso natural das novas tecnologias enquanto recursos facilitadores das aprendizagens com vista à melhoria da qualidade educativa prestada à comunidade, considerando: a responsabilização dos alunos (nativos digitais) pelas próprias aprendizagens, a diminuição das desigualdades sociais e a preparação dos jovens para o mundo do trabalho.
The inclusion of Information and Communication Technologies Programme (ICT) in Brazilian schools - ProInfo, was created by the Brazilian Federal Government to broaden digital inclusion in pedagogical practices in primary and secondary education of the public taking into account the new scenario of the century XXI. However, the implementation of computer labs (LABIN) in schools not always fulfilled its purpose, that which led to the realization of this research, whose problem is related to the role of management in the implementation of ICT in two elementary schools in the city Grajaú-Maranhão. The objectives are related to the importance of managers, teachers and students attribute to the use of ICT to improve learning in the classroom with the understanding of the role of management in the whole process and the difficulties pointed out by teachers for their reduced use. The methodology, qualitative, focused on a case study with use of non-participant observation, questionnaires and individual interviews. Analysis and discussion of results has highlighted that the implementation of LABIN in schools goes far beyond the installation of the physical infrastructure and skilled human resources. It requires careful planning and, above all, methodologies favouring the natural use of new technologies as facilitators resources of learning to improve the quality of education provided to the community, considering: the accountability of students (digital natives) for their own learning, to reduce inequality social and preparing young people for the world of work.
The inclusion of Information and Communication Technologies Programme (ICT) in Brazilian schools - ProInfo, was created by the Brazilian Federal Government to broaden digital inclusion in pedagogical practices in primary and secondary education of the public taking into account the new scenario of the century XXI. However, the implementation of computer labs (LABIN) in schools not always fulfilled its purpose, that which led to the realization of this research, whose problem is related to the role of management in the implementation of ICT in two elementary schools in the city Grajaú-Maranhão. The objectives are related to the importance of managers, teachers and students attribute to the use of ICT to improve learning in the classroom with the understanding of the role of management in the whole process and the difficulties pointed out by teachers for their reduced use. The methodology, qualitative, focused on a case study with use of non-participant observation, questionnaires and individual interviews. Analysis and discussion of results has highlighted that the implementation of LABIN in schools goes far beyond the installation of the physical infrastructure and skilled human resources. It requires careful planning and, above all, methodologies favouring the natural use of new technologies as facilitators resources of learning to improve the quality of education provided to the community, considering: the accountability of students (digital natives) for their own learning, to reduce inequality social and preparing young people for the world of work.
Description
Keywords
Gestão escolar Tecnologias da informação e da comunicação Laboratórios de informática Escola básica School management Information and communication technologies Computers lab Basic school
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação