DESAFIOS ENFRENTADOS PELOS PROFESSORES DE UMA ESCOLA PÚBLICA DE MARAGOGI PARA INSERIR AS TICS COMO RECURSO PEDAGÓGICO: DA FORMAÇÃO A ATUAÇÃO DOCENTE

Abstract

The inclusion of Communication and Information Technologies in school life has become a challenge for many professionals working in the educational field. It is known that many teachers complete their initial training without the specific knowledge to make them mediated by these tools, and this has hindered the acceptance and effective use of Communication and Information Technologies at school and, therefore, to use technological resources efficiently and effectively. it requires the teacher to carry out training or improvement to better meet the pedagogical demands. Therefore, the objective was to identify the main challenges faced by teachers from a municipal school to insert Communication and Information Technologies as a pedagogical strategy. For this purpose, a field study was developed at the Municipal School of Basic Education Dr. José Jorge de Farias Sales, located in the municipality of Maragogi-AL. The research subjects were 25 teachers from Elementary School I and II. The research instrument was the semi-structured questionnaire and the data obtained were analyzed using quantitative approach. The results suggest that the underutilization of Communication and Information Technologies by teachers is due to the lack of adequate knowledge to use these technological tools to stimulate or facilitate learning. The main difficulties for the use of the technologies were presented: the precarious physical structure, lack of equipment in good condition, the reduced number of some equipment, inadequate software programs, as well as the lack of internet, justifying that this greatly hinders the activities with the use of Communication and Information Technologies. In the teachers' perception, the correct use of technologies can contribute to the development of the student's self-learning, since this can be a strategy that offers numerous advantages in the process of construction and enrichment of knowledge, however for the efficient pedagogical use of these resources to happen. , teacher training / improvement is imperative, as this professional as a mediator must be qualified to promote quality teaching, in a dynamic, practical way and that promotes the autonomy of the apprentice subject.