As tecnologias de informação e comunicação na prática pedagógica de professores do curso técnico integrado o PROEJA

Abstract

This research aims at identifying how information and communication Technologies (ICT) have been operated in schools and how school culture interfere in the way that ICT have been assimilated. The investigation is based on concepts of many authors, such as David Buckingham, Pierre Lévy, Tania Porto and Vani Kenski, to understand the introduction of ICT in the context of schools. The main issue is to discuss that ICT, when introduced in the school contexts, are relevant devices that allow a significant formation and transformation of the students in their practices in the school space/time. In order to do so, these technological devices need to become part of the teaching and learning processes – facilities and pedagogical materials –, what tends to be more and more meaningful to the students and teachers in the process of introducing ICT, to take it to themselves. The main research question is: How teachers and students are taken ICT in the pedagogical process in the Vocational course? The research is based on qualitative research that included documental analysis about the school and the Adult Education Program, observation in classrooms, and semi structured interviews with teachers, staff, and students. The findings point out several and distinctive ways teachers and students have been taken ICT into their practices. School contexts show us that different technological devices influence practices. It is possible to emphasize there is practices strongly influenced by tech devices and practices weakly influenced.