Concepção dos professores de química sobre a utilização das tecnologias da informação e comunicação em sala de aula.

Abstract

The use of Information and Communication Technologies (ICTs) has stood out as a strong tool in the teaching support, effectively contributing to the construction of knowledge. However, despite its expansion, in the context of education, there are still some challenges to be faced regarding the use of these technologies, such as lack of material, infrastructure, socioeconomic conditions and the absence of teacher training. Therefore, the objective of this work was to evaluate the conception of teachers fo the Chemistry subject, in public and private schools, on the use of ICTs in the teaching-learning process. This research was carried out in four schools in the city of Areia-PB, micro-region of the Brejo Paraibano, two of them are public schools and two private, with nine (09) teachers working in high school as participants. The research is characterized as a case study with a Qualitative/Quantitative approach. For data acquisition, a semi-structured questionnaire was used, composed of objective and subjective questions. Based on the results, it was possible to observe that only half of the participants are graduated in Chemistry, two are still graduating in Chemistry, one is graduated in Physics and only the latter has a Master's degree, but in the area of his graduation. Half of the public-school teachers said they had received some type of instruction directed to the use of ICTs in the classroom; in private schools, the result was 100%. Among all the teachers, only one from the public school informed that participated in some type of continuing training for the use of ICTs in the classroom during their time in school, however, all teachers in public schools feel empowered to use ICTs in their class. In private schools only half reported as being prepared to use ICTs. Most of the teachers that participated in the research mentioned that they use ICT’s in the preparation and execution of their classes. Among these, the most cited were computers, projectors, educational videos and research websites. No teacher uses educational software in their classes and only one mentioned to use the smartphone application. All teachers, whether from public or private schools, agree that the use of ICTs in chemistry classes helps the teaching-learning process and is able to stimulate the interest of the students in the subject, as well as improve their perception about the importance of the subject to society.