Percepções de professores da educação básica sobre a inserção de tecnologias da informação e comunicação na escola pública estadual da cidade de São Paulo

Abstract

This research aims to reflect on the aspects and perceptions of teachers about the insertion of information and communication technologies in basic education in public schools in the city of São Paulo. The study contemplates a historical passage that comprises the pandemic period of COVID19. What justifies this study from an academic point of view is the fact that the technology adopted in an emergency way transforms the classroom into a hybrid one, giving new meaning to the ways of teaching and learning and the interaction between students and teachers. It seeks to answer the following problematic question: how has the insertion of information and communication technology tools changed the class dynamics and interaction with students? The study opted for a qualitative research methodology, based on data collected in weekly teacher training meetings (ATPCA) of natural sciences and mathematics in the final years of elementary school II. For the review of previous studies, the period from 2015 to 2021 was considered, consisting of articles, theses and dissertations of the institutions PUC Thesis Bank, Capes, Scielo, Google Academic. The instruments of data collection are questionnaires and interviews with the staff of natural sciences and mathematics of the elementary school II final years. The theoretical reference that supports this work are the concepts of information and communication technology and education. The context of the research involves, in the pandemic period from 2019, 6 teachers of the team of natural sciences and mathematics, being 4 (four) mathematics teachers of 2 (two) science teachers of elementary school II final years of the public-school Dr. Paulo Lauro in the city of São Paulo. As partial results we consider that this research contributes to broaden the discussions about the ways of inserting technologies in the school environment in the context of this investigation. As recommendations and suggestions for future studies we consider the importance of reviewing the processes in the educational field, aiming at the interaction of technologies with pedagogical methods, considering aspects of management, organization, interaction, communication and teachers involved in the teaching learning process