REPRESENTAÇÕES SOCIAIS DE COORDENADORES E PROFESSORES SOBRE AS NOVAS TECNOLOGIAS NA PRÁTICA DOCENTE EM ESCOLAS PRIVADAS DO RECIFE

doi.org/10.29327/217514.6.12-16

Abstract

Technological resources have entered into several areas of human activities and mainly in education, however these resources are not yet used as active methods to form critical citizens and with autonomy to be protagonists of their own knowledge, therefore, The theory of social representations, it seeks to understand the way in which the meaning is attributed to the object, the social relations in function of these representations and how they integrate with the subjects' pre-existing cognitive system. We also understand new technologies as practical tools to create a transformed environment. In this way, teaching practice goes far beyond just transmitting content, but as a way to mediate action-reflection in the apprehension of knowledge and knowledge. Objective: To investigate the Social Representations of coordinators and teachers on the use of new technologies in pedagogical practice as a teaching process. Materials and Methods: A survey was carried out in schools in the Salesian network of Recife in 2020 in which the subjects, teachers and coordinators of basic education, answered a semi-structured questionnaire that allowed the analysis of their social representations about new technologies in education. Results: According to the data collected, the social representations of teachers and coordinators demonstrate in their view of new technologies as a tool for innovation in the teaching and learning process and demonstrate in their central nuclei, the relevance of teaching and children's protagonism. juvenile in a process of continuous action of interaction and meaning of the relationships between resources and cognitive stimuli for critical and reflective action. Conclusion: It is perceived that in the face of this investigation, the subjects demonstrate to understand the new technologies as a tool to transform their practice and to facilitate the teaching process, enabling an interaction between the teacher and the students, leading these students to an autonomous and reflective mentality of its learning that must be significant, emphasizing the continuous formation to the challenge of a reflexive mentality in the breaking of paradigms.