SELFIE das competências digitais na escola: estudo de caso e pesquisa-ação

Abstract

The theme of this doctoral thesis is the use of digital technologies, more specifically the analysis of the digital competencies of educational organizations. As a theoretical framework, the DigCompOrg framework, the European Framework for Digital Competence in Educational Organisations, was used, which aims to encourage self-reflection and self-assessment in educational organizations. Its general objective was to evaluate the results of the implementation of an action plan for the effective use of digital technologies in a private school in São Paulo. Its specific objectives were: to evaluate the application of questionnaires and interviews involving the management team, teachers and students in a private school in the south of São Paulo; to analyze the use of digital resources based on the result of the application of the questionnaire and interviews at the school; to develop an action plan enhancing the use of digital resources from the analysis of the results; implement the action plan; evaluate and analyze the use of digital resources after the implementation of the action plan. This is a field, longitudinal and descriptive research, with mixed approach - descriptive statistics in the analysis of the answers of the questionnaires and codification and categorization of the interviews, which used the methodologies case study and action research. It was developed in a private school in the south of São Paulo, Brazil, with teachers, management team and students from the 4th grade of elementary school to the 3rd grade of high school. Data collection involved the SELFIE (Self-reflection on Effective Learning by Fostering the use of Innovative Educational Technologies) questionnaire, a platform based on DigCompOrg, semistructured interviews and focus groups, whose roadmap considered the points that were not clear in the questionnaire responses. The interviewees were chosen for conveniences, and most were children of the school teachers. The results showed the need to organize an action plan so that technologies are incorporated in stimulating and promising ways at all levels of education. After presenting the research results to the management team and teachers, an action plan was elaborated so that the use of digital resources would be effective. Teachers were offered a course on digital competences with the participation of speakers, during pedagogical meetings, moments to discuss assessment, and proposal of a verticality with competences related to the basic cycle for students to develop throughout the journey at school. Despite the short implementation time of the action plan, it was possible to verify some points that improved, and it was clear the need to continue with the action plan. This thesis is inserted in the research line Learning and Cognitive Semiotics, in the Research Group on Educational Technologies (GPTEd) and in the Research Project “Development of Digital Competences in Basic and Higher Education”, funded by the National Council for Scientific and Technological Development (CNPq) and the Coordination for the Improvement of Higher Education Personnel (Capes)