O Uso de Tecnologias Digitais da Informação e Comunicação no ensino fundamental em Amargosa/BA: algumas reflexões

Abstract

Currently, society has been experiencing an accelerated digital and technological development, having to change its ways of communicating, teaching, acting and working due to the so-called Digital Information and Communication Technologies (TDIC). In the educational scenario, TDICs have the potential to renew traditionalist ways of teaching, since their use in teaching is expected to instigate new methodologies and overcome the nuances that may arise in the process of both teaching and learning (BNCC, 2018). ). From this brief discussion, the study starts from the desire to know if the teachers who teach in elementary school in the city of Amargosa/BA innovate their classes with the use of some Digital Information and Communication Technology (TDIC) as a teaching strategy? Thus, the present research aims to reflect on the use of Digital Information and Communication Technologies (TDIC) in the pedagogical practice of teachers in Elementary School in schools in the municipality of Amargosa/BA, seeking to understand the knowledge of teachers about the subject and its teaching methodologies with the use of technological resources and how it can improve student learning. To support the research, it was necessary to dialogue with some authors, such as Kenski (2012), Levy (1993, 1999), Paiva e Costa (2015), Timboíba (2011) and Melo (2017). The methodology used is of a qualitative approach, using classroom observation and semistructured interviews for data collection, in order to help us observe the strategies used by the participating teachers with the use of TDIC. In all, observations were carried out in two public elementary schools in Amargosa: one in a class in the urban area and another in the rural area, and interviews with the teachers of the respective classes. The analysis of the collected data makes us reflect on at least three obstacles that are still present and that mark elementary education in the municipality: the first is still the structural issue, and this is remote from the physical infrastructure of the schools and also the financial infrastructure of the students in terms of accessibility to Internet; the second is of an epistemological nature, with the teachers surveyed having difficulties in knowing and handling the TDICs; the third, we classified as ethical in nature, since the issue of respect for the privacy of personal life was raised. Thus, it was found that teachers do not use much of the TDIC before the pandemic, partly for structural reasons, generating many difficulties in adapting the TDIC in their pedagogical strategies in the post covid, making the lack of training and resources available in the institution not guarantee the "Teacher-Knowledge-Student" relationship. This led us to reflect on a certain insufficiency of digital inclusion and the need for investments on the part of the public power, in order to provide the appropriate technological innovation in schools, which although we are clear that this does not guarantee learning by itself, but on the other hand, we believe it is the way to promote the development of a more reflective, conscious, ethical and humane society.