Desenvolvimento profissional docente articulado às tecnologias digitais: uma proposta com enfoque na estratégia audiovisual

Abstract

The advancement of Digital Information and Communication Technologies (DICT) has promoted changes in the dynamics of communication, in order to influence social processes in the construction of society. This context imposes many changes to education, especially in relation to the teacher’s posture, because it is necessary to prepare the student for the future, which appears with many unforeseen and uncertainties. Therefore, it is of great importance educators’ awareness about training processes in relation to the use of DICT as mediation tools in the construction of learners’ learning. In the sense, this study aims to analyze process of Professional Development Teacher articulated with Digital Technologies of Information and Communication based on the construction of a proposal that contributes to the formation of the technical team and teachers of a Municipal Public School located in São Paulo / SP. The methodology of this study was based on a qualitative approach supported by bibliographic research proceedings being based on authors such as Fantin (2007), Marcelo (2001), Masetto (2013) e Padilha (2018) and documentary research procedures. And as result, based on analysis of the Teacher Professional Development a training proposal is made for the school where the study is located, its title: Audiovisual: a perspective of mediation on pedagogic actions. The choice of audiovisual strategy for the training process occurred due to the possibilities of pedagogical mediation that is provided by the use of video as an instrument, object of knowledge and means of communication, plus to the accessibility and possibility of audiovisual production by a teacher and a student. This proposal was developed through a Didactic Sequence which favored a methodological organization divided into stages. This research can contribute for an understanding that the social transformations in the 21 st century requires that a teacher develops new competences and a shift in the paradigm of pedagogical practice, since it is necessary to focus on the student’s role in the construction of his/her learning aiming a digital inclusion, in the perspective of being a Human Right as an opportunity for occurring a qualified process of Teacher Professional Development.