Formaçao dos professores para o uso das tecnologias no ensino fundamental I

Abstract

The training of teachers for the use of digital technologies is still a great challenge for many teachers, mainly due to the lack / insufficiency of continuing education adequate for the qualification and professional qualification. In this sense, this paper aims to present and describe a theoretical and conceptual basis on the contributions of technologies in the process of teaching and learning in the classroom of classes of Basic Education I. Technologies as resources of learning in the classroom can constitute allies in the content development process. It is a democratic way of learning, because it allows access to various types of research, learning in the use of tools, including, in the sense of printing experiences necessary for social experience, etc. From the use of the technologies in the classroom, by interacting in an integrative way in diverse subjects and, by stimulating the interest in learning from the incentive and mediation between the contents and the technological support, the teacher attributes dynamism to the knowledge and can promote a differentiated teaching for its students. In this context is the relevance of implementing appropriate teacher training, including the topic that involves information and communication technologies (ICTs). In order to do so, it is necessary to continue charging for public authorities to invest in teacher training (initial, continuing, etc.), as well as equips schools appropriately, so that students have access to technologies in the development of content learning, since these actions contribute with the objective of promoting / strengthening the quality of teaching in our country. Therefore, to carry out this work, we use bibliographical and documentary research, based on the reflection of reading books, articles, documents and materials from the internet with the purpose of collecting information regarding the subject under study. In this context, the work is divided into parts that were outlined according to the objectives: Introduction, in which are presented the objectives, the justification and problem question; The second part, in which we make a brief text about what are the Digital Technologies; A third part, in which we discuss the context of the use of technologies in education and the possibilities of using digital technologies in school; In the fourth part, we emphasize the teacher and the use of digital technologies; Finally, we describe the methodological procedures and our final considerations.