Desafios e possibilidades de uso das TDIC nos anos finais do ensino fundamental

Abstract

Digital Information and Communication Technologies (hereinafter TDIC) are indispensable for current social practices. With these technologies we have the possibility of expanding our field of research, using cyberspace as an environment for interaction and creation of new knowledge. Furthermore, informational and communicational barriers between people were eliminated, regardless of the space-time relationship, school and social educational practices were expanded and strengthened through the use of TDIC. Thus, this research sought to understand how the participants (teacher and student) represent to themselves and to each other the presence of TDIC in the daily life of the school, in order to understand the challenges and possibilities of inserting these technologies in the classroom. The central problem of the study is to understand the challenges and possibilities for the insertion of TDIC in the classroom. We highlight that the object of the study consists of three instruments: a digital questionnaire, an interview and a virtual conversation circle. We are based on studies and approaches on the use of digital information and communication technologies included in teaching and learning processes and on some theoretical assumptions belonging to the pedagogy of multiliteracies, such as: digital culture; multimedia literacy; digital literacy; cyberculture; multimodality; among others. But we also rely on some key concepts from Critical Discourse Analysis (hereinafter CDA). We use as analysis categories. We used the following categories of analysis: interdiscourse, evaluation and cohesion. Methodologically, we used a qualitative proposal in which the results depended on what the participants said about the questions raised by the researcher, or arising in interactions between peers. In this way, we obtained as a result that: the school does not practice digital culture, there is a hegemonic discourse that only values traditional technologies, a strong presence of TDIC in the private lives of participants, and that there are rules in the institution that prohibit the use of these technologies by students. Furthermore, the school's infrastructure is not favorable to the use of TDIC and teacher training is still deficient in the use of these technologies, among other challenges that need to be faced and overcome so that these technologies can be pedagogically inserted into teaching practice.