Elementos formativos que influenciam o uso das TDIC na prática pedagógica de professores de ciências dos anos iniciais do ensino fundamental no município de São José dos Pinhais / Paraná

Abstract

This study addresses the growing role of Digital Technologies (DT) in our society, highlighting their influence mainly on the demands of the teaching profession. The main focus of this research is to investigate the training elements that enhance and those that limit the use of Digital Information and Communication Technologies (DIT) in the pedagogical practice of Science teachers in the initial years of elementary school in the municipality of São José dos Pinhais, Paraná . In their pedagogical practices, and identify possible limitations that occur in the use of TDIC, in teaching science to students in the early years of elementary school. To carry out this research, 10 teachers from the teaching staff of municipal public schools in São José dos Pinhais – PR were interviewed. The interviews were carried out using a semistructured script and at the teacher’s school. To approach teacher training, the categories proposed by Contreras (2012) were used, which describes three teacher models: technical rational, reflective practical and critical intellectual. Furthermore, Tardif’s (2014) discussions about teachers’ personal knowledge arising from their professional training and the knowledge developed from their experience in the profession were considered. The analysis of the interviews was carried out based on Bardin’s Content Analysis technique (2010), resulting in the identification of six thematic categories: “Infrastructure and technological resources necessary for the use of TDIC”, “Reflections on the teaching logic for use of TDIC”, “TDIC in the school’s Pedagogical Political Project”, “Leadership as a motivating element for the use of TDIC at school”, “Influencing factors in teacher training for the use of TDIC” and “Teachers’ pedagogical conceptions of use of TDIC”. To support the analysis of the use of TDIC in the school context, the discussions by Kenski (2012) and the Kennisnet foundation (2012) were considered. These theoretical references provided a robust framework to understand the different aspects involved in the integration of TDIC into teachers’ pedagogical practice. The results highlight teachers’ demand for a more continuous training offer, the need for investment in infrastructure, teachers’ concern about students’ digital exclusion, which became more evident after the pandemic period. It also shows that only access to initial and continuing training in TDIC does not guarantee their inclusion in the teacher’s pedagogical practice. As an educational product, a continuing training course was designed based on the research results. The course addresses the use of Digital Information and Communication Technologies (DIT) according to the models of Contreras teachers. It aims to train teachers só that they can integrate TDIC into their pedagogical practices.