O uso de recursos tecnológicos na prática docente de professores e professoras da rede pública em escolas de nível médio de Uruçuí-PI

Abstract

This research, the result of work carried out in state schools in the city of Uruçuí, state of Piauí, proposed to understand how the use of information and communication technologies (ICT’s) contribute to the teaching work in public schools in this municipality, according to the perception of high school teachers. The present work gathers researches that address ICT’s in the educational environment, which bring the contributions of Icts in teaching work, as well as the guidelines that standardize their use in schools. The ICT’s generate great benefits for the teaching-learning process, when well explored and used, being able to generate positive results for both the teaching staff and the student body, and also to potentiate exchanges of knowledge between the whole educational universe. For these tools to have a good use in education, it is necessary to rethink and plan actions that can contribute to teaching learning in school. This research has a quali-quantitative approach, carried out through a field study in two state schools, with 32 teachers, and 19 professors effectively participated in the research. This study was developed with teachers and teachers who are working in public high schools in the city of Uruçuí-PI. The data construction was performed by applying a questionnaire (APPENDIX A) online, with, first, the consent of the participants, through the signing of the Informed Consent Form - TCLE (APPENDIX B). We seek to make a literature review and a bibliographic survey aiming to locate studies already made on the subject under study, as well as to indicate paths that still need studies, allowing us to define the temporal, theoretical and legal framework. From the analysis of the questionnaire it was noticed that teachers and teachers of different ages use ICT as a teaching- learning tool, with a variation of the resources used, according to their methodologies, demonstrating that most teachers master some basic skills for the use of these tools. It was also noted that ICT’s have been participating in the classes of these/the teachers and teachers as didactic resources for teaching, making teachers and teachers plan and use them according to the needs that have arisen. With this research it was possible to verify the importance of ICT’s as auxiliary tools in the teaching-learning process of students