Usos da internet das coisas em duas escolas públicas baianas

Abstract

Considering that the school in contemporary times lives in the scenario of technological innovations, with the impulse of new digital technologies and designers created as new forms of thoughts, organization and constructions, the aggregation of objects to the internet, in an intelligent and sensorial way, called Internet of Things (IoT), from the English Internet of Things, is already present in educational environments and its expansion and complexity are seen as a technological revolution and challenging for educational institutions. In view of this, the objective of the research was to analyze the experiences of the application of IoT in two public, municipal, elementary schools in the state of Bahia. A qualitative, descriptive and analytical method was adopted, focusing on the analysis of the empirical study. In this context, the research was outlined through the detailed description of the data and the analysis of what was surveyed in physical and virtual environments, and in the study of the empirical field to understand the characteristics, applicability, possibilities and challenges of IoT, outlining it in the field educational. The two schools studied were the Centro Municipal de Educação Professor Paulo Freire (CAIC), in the municipality of Vitória da Conquista - BA and the Escola Municipal João Pereira Vasconcelos, located in the city of Mata de São João - BA. We selected three teachers and the director of the two schools to learn about their evidence of the application of IoT, the relationships of this technology with educational practices and teaching-learning processes. Semistructured interviews were conducted in order to understand the perspectives and consequences of IoT advances in the school environment, including security and data privacy issues. The results of this study indicate that IoT is an object of attention in education, it brings new possibilities to the educational context, transforms communication, habits, skills and learning in the school community, transcending the use of only a technological device, or a controlled space, or a smart environment. It was possible to perceive that the path of technology in schools needs to be more closely monitored and inserted in the context of teachers, who need to participate in the whole process. It was verified that it is essential to have a favorable and democratic environment in schools, with infrastructure, guarantee of the law, transparency for the use of IoT elements in their spaces, to guarantee that the data captured, within their spaces, are not used for fins other than the supposedly educational ones.