A incorporação das TDICS de forma estratégica para o ensino de química : o que pensan os professores sobre seu uso em sala de aula?

Abstract

TDICs have increasingly gained space in educational institutions, and in particular, in Chemistry teaching, aiming for more interactive, contextualized and dynamic learning. Given this context, this study aimed to understand the perceptions of Chemistry teachers at the Federal Institute of Education, Science and Technology of Piauí-Campus Paulistana on the use of Digital Information and Communication Technologies (TDICs) strategically in the teaching-learning process. According to this perspective, TDICs present themselves as significant pedagogical tools, contributing to improving the quality of teaching and the subject under study. The work adopted a qualitative approach, combining bibliographical research and field research, and is also classified as exploratory and descriptive due to the other proposed objectives of the investigation. Thus, a survey was carried out using an electronic questionnaire sent via email to teachers working at that institution. Thus, a positive receptivity was observed in relation to the incorporation of TDICs in classrooms, especially when they are incorporated through plans elaborated in the teaching of the Chemistry subject. Regarding research, it is expected that this study will contribute to the advancement of the incorporation of TDICs in all school environments and, consequently, in the teaching of this scientific discipline.