Tesis
Os professores iniciantes e o uso das mídias digitais nas práticas educativas
Fecha
2016-09-23Registro en:
WESZ, Liziani Mello. Os professores iniciantes e o uso das mídias digitais nas práticas educativas. 2016. 200 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2016.
Autor
Rocha, Simone Albuquerque da
http://lattes.cnpq.br/6364731326374137
Rocha, Simone Albuquerque da
138.091.800-68
http://lattes.cnpq.br/6364731326374137
Trovão, Flavio Vilas Boas
850.494.179-53
http://lattes.cnpq.br/2740243377988037
138.091.800-68
Costas, José Manuel Moran
http://lattes.cnpq.br/4035390540170184
Institución
Resumen
This research is linked to the Postgraduate Program of Education PPGEdu/University Campus
of Rondonópolis-CUR/MT and to the Investigação research group. Its objective is to establish
evidence of inclusion of the Digital Medias in pedagogical practice of the novice teacher,
parting from the specific teacher preparation training offered by the continued teacher education
of the project of UFMT/OBEDUC. This constitution has an agenda, decided by the actual
teachers when they point out their fragilities and necessities of teacher preparation training for
better output in their teacher activities in a meeting of the project of qualification to the novice
teacher, approved by UFMT along with the Education Observatory/CAPES/INEP/SECADI. It
was observed that one of the points referred to the study of the use of Technologies, Digital
Medias and, therefore, it was planned to fulfill this yearning by means of the specific continued
teacher education with the intention that they could include Digital Medias in their practice,
thus, to give the students the opportunity of more interactive and meaningful learning. The
initial phase of teaching is permeated by anxiety, necessities and difficulties; so, this was
intended to analyze how the egresses deal with such clashes daily in the profession. The
research questions were: What conditions have the schools presented, as well as the teacher
education which teachers have in order to work with Medias in daily life? What are the possible
difficulties/obstacle that permeate the journey of the novice teachers for the inclusion of medias
in public schools? What do the novice teachers reveal about their specific teacher preparation
education in the OBEDUC project for the use of medias and what evidence do they present
about the use in their teaching practice? The research developed according to the qualitative
approach and the principle of the research development. To answer the questions the same
approach was also adopted, with use of field journal, testimonies and interviews, videos,
clippings of correspondence of applications, photographs, drawings and memorials. In order to
assist the novice teachers, the research complied with some stages: collect the difficulties that
the novice teachers presented in the education and methodology of the insertion of Digital
Medias in daily teaching, monitor, advise and guide this teacher in the implantation/inclusion
of the Digital Medias as a way of contributing to a well-succeeded practice with the use of these
tools. The research had as loci six public schools, being three state schools and three municipal
ones and, subsequently, the computer science laboratories of the courses of Pedagogy and
Library Science of UFMT were used, in which the subjects were twenty-five novice teachers
and six experienced teachers. The analysis revealed that the novice teacher goes through an
inherent phase in the teaching profession, one of big difficulties, deadlocks, emotions and
challenges, a stage of solitary exercise in which a few colleagues offer help to redress their
obstacles. The results evidenced that the novice teachers were fulfilled in their claims when
they point out evidence of inclusion of the Medias in their practices by presenting, in forms of
seminars, some actions done in the schools. In addition, they revealed data of the necessity of
the continued teaching education, practiced in the schools, involving more intensely the new
teachers in this context and promoting interactions with the other teachers.