A inovação tecnológica e os desafios enfrentados pela escola de ensino público com a inclusão das tecnologias digitais, uso das ferramentas e formação profissional

Abstract

This paper results from a qualitative ethnographic survey that aimed at mapping the mandatory trails to be thread in order to bring digital Technologies into the pedagogical work of Elementary and Middle school teachers, as well as proposing new teaching methodologies as well as devise clues for initial teacher training that, together with adequate spaces and equipments, could make this insertion of IT in schools easier – all taking in consideration the voices of teachers. Four Elementary and Middle school teachers from the rural city of Itaiópolis (state of Santa Catarina – Brazil) were interviewed regarding their previous training for the use of Its, as well as their school’s infrastructre was observed to identify avalilable Technologies for the pedagogical work and their (in)adequateness to teaching-learning purposes. Our theoretical basis covered the thoughts of authors such as Castells (2003), Levy (2001), Moran (2000), Mendes (2010), Kenski (2005 e 2007) etc. Our results revealed the professional profile of our teachers as for their perceived readiness to brint IT into their classes and the challenges they feel towards it.