Entre blogs e aplicativos, inserções das TIC na aprendizagem das aulas de sociologia

Abstract

ICT has changed the conceptions of teaching learning in the field of education. The precarious school structure, the training of teachers and the use of leisure and leisure technologies have established paradigms that have conditioned schools to a technical and traditional culture of teaching. The adoption of a stance of resistance to the new technologies compares with extreme comfort in face of the needs of changes in favor of the quality of teaching-learning. The perspectives of the actors involved in learning act as fragments of remote possibilities that result in school failure. The objective of this research was to understand how learning occurs with the insertion of ICT in sociology classes. The field of analysis, a secondary school located in the municipality of Florianópolis, allowed the application of two projects of production and interaction of blog and applications for mobile phones linked to the themes and concepts of sociology. The research was directed to the classes of sociology in the first and second years of high school of the state education network of SC, contemplating the teaching plan of the discipline and digital technologies as interaction between students and teacher. The structure and application of the projects followed a didactic sequence starting from the sociology teaching plan through the central concepts and themes, passing through transversal themes chosen freely by the groups of students, arriving at the production and use of the virtual platforms, critically correlating all the process of learning. The systematic study through participant observation, the factors that facilitate or hinder learning with the new technologies, have demonstrated results that corroborate with the expectations of the actors of the school field in overcoming the traditional and technical training, making the school attractive, communication efficient and meaningful learning. The discourses move away, complement each other, sometimes diverging, sometimes converging, making explicit the construction of the school field with its peculiarities.