Formação continuada para professores do ensino fundamental anos iniciais: a importância das tecnologias digitais na prática docente

Abstract

This research had as general objective to look for evidences on the necessity of continuing education of teachers for the adequate use of the TDIC in their classes, and the central question of the work was: What is the importance of the continuing education for teachers of the Elementary School initial years using TDIC as mediating instrument of the teaching and learning process? We also highlight the following specific objectives: to conceptualize and understand what we call TDIC and its use in the educational system; know the current legislation and some government projects implemented with a view to the insertion and use of TDIC; observe what the researchers found about the importance of continuing education for teachers who are already in the classroom; analyze the results of the work already carried out on the topic, discuss how effective training for these teachers would be, observing a common denominator among the authors regarding the efficient use of TDIC with students. This work was based on qualitative research bases and had as methodological procedure the bibliographic research, with the review of the current literature concerning the theme and the analysis of the information collected for the observation of points of encounter or mismatch between the studies and conclusions of the studied researchers. A bibliographic review was also carried out with searches in the CAPES system, corresponding to the period from 2015 to 2019, looking for theses and dissertations on teacher training and the use of TDIC, focusing on Elementary Education, prioritizing the initial years. Coming to the present moment, we observe websites and texts about current context and learning during the pandemic, the importance of TDIC and notes for future paths, which are more promising with regard to teacher training for the effective use of digital technologies. In the final remarks we conclude the course of this monograph, understanding that much more than important, it is essential, continuous teacher training, based on well-structured and firm public policies, to support classes with productive use of TDIC aiming at learning and social insertion as recommended by law.