REPRESENTAÇÕES SOCIAIS SOBRE AS NOVAS TECNOLOGIAS PARA A PRÁTICA DOCENTE: UMA REVISÃO

doi.org/10.29327/211653.6.9-6

Abstract

The active methodologies entered for once in teaching not only Brazilian, but worldwide and this entry brings about several discussions about the representations that teachers make of these methodologies in teaching practice, thus, investigating the social representations of these subjects will bring many contributions to the understanding of common sense of these, on the object, creating behavioral models to guide behaviors in the pedagogical practice of teachers, enabling a critical reflection and reflective on teaching practice and the use of new technologies as a tool to facilitate the teaching and learning process of elementary school students. Objective: Carried out an integrative literature review to understand how the process of teachers' representations about new technologies in education takes place. Materials and methods: A search were made for references in the CAPES and Google Scholar Periodical databases in April 2020. The search allowed the identification of four articles that met the established criteria. Results: According to the data collected, the social representations of the teachers demonstrate their vision of active methodologies as tools in the teaching process and expand the learning that in their central cores, demonstrate the importance of teaching and the process of continuous action and mediated interaction as a reflex of the use of new technologies in education. Conclusion: It can be seen in the face of this investigation that new technologies enable different forms of access to information, expanding knowledge so that it becomes meaningful to students, which corroborates it so that it becomes a tool in teaching practice that is increasingly present to develop a critical and globalized learning of all the subjects involved in the process.