Inserção das tecnologias digitais de informação e comunicação em escolas públicas de Ensino Médio de Petrolina-PE

Abstract

The Digital Information and Communication Technologies (DICT) are responsible for the foremost contemporary social and cultural transformations. The new educational landscape imposes new challenges and establish the reconfiguration of the teaching-learning processes. Since 2009, the Pernambuco State Education Secretariat (SES/PE) is adopting strategies for digital inclusion aiming to enhance the pedagogical activities and techniques, providing resources, tools and programs to encourage the use of the DICT. This work is aimed to analyze the digital inclusion perspective with relation to inclusion of DICT on teaching practice in secondary schools in the municipality of Petrolina, State of Pernambuco. The specific objectives were to map the DICT available and the most worked by teachers in secondary schools of the municipality of Petrolina; identify government programs related to insertion of DICT on public schools in the State of Pernambuco; call attention to the main advantages and disadvantages encountered by teachers on adoption of didactic-pedagogical strategies of utilization of DICT teaching-learning processes; and raise the teaching needs in employment of the DICT. On completion of the survey, it has been observed on the provision, implementation, educational and administrative requirements. The approach has been quantitative and qualitative. With respect to the type, this research has been classified as exploratory and descriptive. The study was carried out using the bibliographical research. As research instrument, the questionnaire has been adopted for data collection procedures and direct observation. The research subjects was comprised of 45 teachers from three secondary schools of the state educational network with different teaching modalities: regular, full and half-integral in the municipality of Petrolina-PE. The results show that although the SES/PE has offered a computer park to schools and ensure the access to the school community it is visible that there was no concern to prepare the teacher to deal with pedagogical situations concerning the utilization of DICT teaching in the classroom. There are also many challenges to be faced and solved, in addition to the problems with connectivity and the issue of ongoing education for the insertion of the DICT. This study points to the necessity of improvement of teacher training strategies for the full use of DICT in its pedagogical practive.