Elementos formativos que influenciam o uso de tecnologias digitais da informação e comunicação na prática pedagógica de professores de física

Abstract

Digital technologies (DT) are increasingly present in our daily lives, influencing and modifying several aspects of our lives, from the way we communicate to the constant changes in the market, where new skills and knowledge are often required. In this context, the objective of this study is to understand the possible training elements that contribute to physics teachers using or not using Digital Information and Communication Technologies (DICT) in their teaching practices, as well as to identify other factors seen as limiting the use of DICT in physics teaching. For this purpose, semi-structured interviews were conducted with 13 physics teachers who work in state public schools located in the city of São José dos Pinhais, state of Paraná – Brazil. To discuss teacher training, we used the systematization carried out by Contreras (2012) on teacher models – technical rational, reflective practical and critical intellectual – as well as the discussions established by Tardif (2014) on teachers’ personal knowledge from their professional background and knowledge developed from their own experience in the profession. To support the analysis of the use of DICTs in school environments, we used the discussions established by Kenski (2012) and the Kennisnet Foundation (2012). The interviews were analyzed based on aspects of the Bardin (2010) Content Analysis technique, which resulted in the creation of six categories: “Infrastructure and technological resources necessary for the use of DICT”, “Reflections on the teaching logic for the use of DICT”, “DICT in the school’s Pedagogical Political Project”, “Leadership as a motivating element for the use of DICT in school”, “Influencing factors in teacher training for the use of DICT” and “Teachers’ pedagogical conceptions of the use of DICT”. Given the nature of the research proposal, the main emphasis in the analysis was on the last two categories. The results show that teachers feel the need for more continuous, diverse and plural training. It revealed that they have sought access to informal training through the exchange of knowledge with their peers and on social networks. It also showed that recently graduated teachers have had more access to subjects focused on the use of DICT, but that this does not necessarily lead to their use of DICT in the classroom due to a lack of physical structure and equipment. Based on these results, the following Educational Product was idealised a continuing education course was designed to discuss the use of DICT according to the teacher models presented by Contreras. The course also highlights the successful practices of the teachers who took part in the research, as well as possibilities for overcoming the limitations of DICT use resulting from the objective working conditions to which teachers are often subject.