Tecnologias digitais de informação e comunicação (TDICs) no ensino de geografia nos anos finais do ensino fundamental
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Data
2018-05
Autores
Orientador
Schuck, Rogério José
Banca
Gonçalves, Luciléa Ferreira Lopes
Marchi, Miriam Ines
Martins, Silvana Neumann
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Esta pesquisa tem como tema as Tecnologias Digitais de Informação e Comunicação (TDICs) no processo de ensino de Geografia e, como objetivo geral, investigar o fenômeno das TDICs no ensino de Geografia nos anos finais do Ensino Fundamental. Para alcançar esse objetivo, foram definidos os seguintes objetivos específicos: 1) Situar a discussão em torno do conceito de Tecnologias Digitais de Informação e Comunicação (TDICs); 2) Averiguar, junto aos professores e alunos, como as Tecnologias Digitais de Informação e Comunicação são utilizadas pelos professores de Geografia, nos anos finais do Ensino Fundamental; 3) Investigar qual a percepção de professores de Geografia dos anos finais do Ensino Fundamental, em relação às facilidades e/ou dificuldades que cercam o uso das TDICs e de que forma o uso dessas tecnologias pode contribuir, ou não, para o ensino dessa disciplina. O lócus da pesquisa foram três escolas da rede municipal de ensino de Imperatriz-MA. O desejo de pesquisar essa temática surgiu de algumas inquietações oriundas da formação e da atuação profissional da pesquisadora. Dentre os autores utilizados para fundamentar a pesquisa, destacam-se: Cavalcanti, Gabriel, Kenski, Leite, Lévy, Masetto, Moran, Sampaio, entre outros. Também serviram de suporte, documentos oficiais como os PCNs de Geografia e a Base Nacional Comum Curricular. A metodologia adotada foi em torno das concepções da abordagem qualitativa, com pesquisa de campo, sob o enfoque fenomenológico. Como técnicas para a geração de dados, foram usadas a observação, a entrevista semiestruturada e a aplicação de questionários. Os sujeitos da pesquisa foram 05 professores de Geografia e 26 alunos do 6o ao 9o ano do Ensino Fundamental. Os dados gerados na pesquisa de campo foram analisados na perspectiva da Análise Textual Discursiva (MORAES; GALIAZZI, 2011). Constatou-se que o conceito de TDICs vai além de equipamentos como computadores, celulares e videogames. Esse conceito abrange as transformações ocorridas, sobretudo com o surgimento e a expansão da internet, que alteram os modos de vida e os relacionamentos nos mais diferentes setores e segmentos da sociedade, inclusive na educação. Constatou-se que os professores e alunos que participaram da pesquisa pertencem a gerações diferentes e, assim, utilizam e compreendem as TDICs de maneiras distintas. Verificou-se que as TDICs são utilizadas pelos professores de Geografia quase que restritamente para o planejamento das aulas e elaboração de atividades. Já os alunos, em sua maioria, não utilizam as TDICs para atividades relacionadas a estudo. Identificou-se que, na percepção dos professores, a utilização das TDICs é positiva, pois elas 8 trazem melhoria ao ensino de Geografia e facilitam a aprendizagem dos alunos. Embora as TDICs estejam presentes na sociedade atual, verifica-se que sua inserção na escola ainda ocorre de forma lenta. Contatou-se também que, além da falta de acesso às tecnologias digitais nas escolas, outro problema evidenciado é a necessidade de formação continuada para os professores de Geografia.
Digital Information and Communication Technologies (DICT) in Geography teaching is the theme of this research. Its general objective is to investigate the DICT phenomenon in Geography teaching in the final years of Elementary School. To achieve this objective, we have defined the following specific objectives: 1) place the debate about the concept of Digital Information and Communication Technologies; 2) investigate, among teachers and students, how teachers are using the Digital Information and Communication Technologies in the final years of Elementary School; and 3) investigate what is the perception of Geography teachers working in the final years of Elementary School regarding the facilities and / or difficulties related to DICT use and the ways these technologies use can contribute or not to the teaching process of this discipline. The research was carried out in three schools of the municipal education system of Imperatriz-MA. The desire to research this theme has arisen from some of the concerns originated in the researcher‟s own education and professional experience. Among the authors we used to base the research, we highlight: Cavalcanti, Gabriel, Kenski, Leite, Lévy, Masetto, Moran, Sampaio, among others. Official documents, such as the Parâmetros Curriculares Nacionais (National Curriculum Parameters) for Geography and the Base Nacional Comum Curricular (National Curricular Common Base) were also used as supports. The used methodology dealt with the qualitative approach conceptions, conducting a field research in a phenomenological bias. As data generation techniques, we used observation, semi-structured interviews and questionnaires. Five Geography teachers and twenty-six students from the 6th to 9th grades of Elementary School were the reached subjects. Data generated in the field research were analyzed from the perspective of the Discursive Textual Analysis (MORAES; GALIAZZI, 2011). We have found out that the concept of DICT includes more than equipment, such as computers, smartphones and video games. It encompasses the transformations occurred, especially with the emergence and expansion of the Internet, which have changed ways of life and relationships in different sectors and segments of society, including Education. We verified that teachers and students who have participated in the research are from different generations and, thus, use and understand the DICT in different ways. We also attested that DICT are used by Geography teachers almost exclusively for planning their classes and elaborating activities. Most students do not use DICT for study-related activities. We identified that, in teachers‟ perception, the use of DICT is positive, since they bring improvements to the Geography teaching and facilitate students‟ learning. Even though DICT are present in the current society, it is verified that their insertion in school still occurs slowly. We also verified that, besides the lack of access to digital technologies in schools, other identified problem is a need for continued teacher training Geography.
Digital Information and Communication Technologies (DICT) in Geography teaching is the theme of this research. Its general objective is to investigate the DICT phenomenon in Geography teaching in the final years of Elementary School. To achieve this objective, we have defined the following specific objectives: 1) place the debate about the concept of Digital Information and Communication Technologies; 2) investigate, among teachers and students, how teachers are using the Digital Information and Communication Technologies in the final years of Elementary School; and 3) investigate what is the perception of Geography teachers working in the final years of Elementary School regarding the facilities and / or difficulties related to DICT use and the ways these technologies use can contribute or not to the teaching process of this discipline. The research was carried out in three schools of the municipal education system of Imperatriz-MA. The desire to research this theme has arisen from some of the concerns originated in the researcher‟s own education and professional experience. Among the authors we used to base the research, we highlight: Cavalcanti, Gabriel, Kenski, Leite, Lévy, Masetto, Moran, Sampaio, among others. Official documents, such as the Parâmetros Curriculares Nacionais (National Curriculum Parameters) for Geography and the Base Nacional Comum Curricular (National Curricular Common Base) were also used as supports. The used methodology dealt with the qualitative approach conceptions, conducting a field research in a phenomenological bias. As data generation techniques, we used observation, semi-structured interviews and questionnaires. Five Geography teachers and twenty-six students from the 6th to 9th grades of Elementary School were the reached subjects. Data generated in the field research were analyzed from the perspective of the Discursive Textual Analysis (MORAES; GALIAZZI, 2011). We have found out that the concept of DICT includes more than equipment, such as computers, smartphones and video games. It encompasses the transformations occurred, especially with the emergence and expansion of the Internet, which have changed ways of life and relationships in different sectors and segments of society, including Education. We verified that teachers and students who have participated in the research are from different generations and, thus, use and understand the DICT in different ways. We also attested that DICT are used by Geography teachers almost exclusively for planning their classes and elaborating activities. Most students do not use DICT for study-related activities. We identified that, in teachers‟ perception, the use of DICT is positive, since they bring improvements to the Geography teaching and facilitate students‟ learning. Even though DICT are present in the current society, it is verified that their insertion in school still occurs slowly. We also verified that, besides the lack of access to digital technologies in schools, other identified problem is a need for continued teacher training Geography.
Descrição
Palavras-chave
Ensino; Geografia; Tecnologias Digitais de Informação e Comunicação; Teaching; Geography; Digital Information and Communication Technologies
Citação
SANTANA, Elaíne Lima. Tecnologias digitais de informação e comunicação (TDICs) no ensino de geografia nos anos finais do ensino fundamental. 2018. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 18 maio 2018. Disponível em: http://hdl.handle.net/10737/2935.