标题：Inserções de tecnologias e meios de comunicação em escolas públicas do ensino fundamental: uma realidade em estudo The inserction of tecnology and means of communication on basic education in public schools: a reality under study
其他标题：Inserções de tecnologias e meios de comunicação em escolas públicas do ensino fundamental: uma realidade em estudo The inserction of tecnology and means of communication on basic education in public schools: a reality under study
出版社：Universidade do Estado de Santa Catarina - UDESC
摘要：Os dilemas e realidades das escolas na sociedade tecnológica e informacional necessitam ser conhecidos e (re)significados pelos pesquisadores para adentrar na realidade que, pela velocidade atordoante da circulação de saberes, informações, materiais e instrumentos, coloca em xeque os conhecimentos acumulados, suas bases filosóficas e racionais. Assim nos questionamos: Como é a realidade das escolas de ensino fundamental em relação à inserção das tecnologias de informação e comunicação - TICs? Quais as concepções dos professores sobre tecnologias? Tendo em vista tais questionamentos apresentamos um recorte de uma pesquisa com dados referentes à situação das tecnologias nas escolas urbanas públicas da cidade de Pelotas/RS e as concepções dos docentes sobre tecnologias. É uma pesquisa quali-quantitativa e a coleta de dados foi feita através da aplicação de questionários em 84 escolas de ensino fundamental (do total de 87) e de entrevistas com diretores, coordenadores e professores de cinco escolas com laboratórios de informática instalados e em funcionamento. Usamos como referencial teórico Castells (2002), Kenski (2003), Levy (2000) e Porto (2006). Os dados levantados até agora nos indicam que 48,8% das escolas públicas têm laboratórios de informática e, desses, apenas 33,3% estão com conexão de internet. Em relação às demais tecnologias, a situação altera-se um pouco. A maioria das escolas tem TV, DVD, vídeo, som e salas específicas para tal, embora tenham dificuldades em termos de manutenção e em integrá-las ao contexto pedagógico de trabalho. A escola pública, mesmo se entendendo em processo de modernização com inclusão massiva de TIC, na maioria das situações, conta com professores ainda reticentes para integrá-las aos processos educativos e comunicacionais, apesar de as perceberem como recursos, ferramentas e/ou meios que auxiliam na vida profissional e pessoal do docente, valorizando-as pela sua utilidade e não pelo campo de conhecimento no qual estão inseridas. Palavras-Chave : Sociedade Tecnológica. Tecnologias de Informação e Comunicação. Escola Pública. Concepção Docente. Abstract The schools' dilemmas and realities in the technological and informational society should be known and (re)signified by the researchers to go deep into the reality which, by the stunning speed of the circulation of knowledge, information, stuff and tools, puts in check all the accumulated knowledge, its philosophical and rational basis. So we ask ourselves: How is the reality in Basic Education Schools in relation to the inserction of technologies of information and communication (TCI)? Which are the teachers' conceptions about technology? Based on those questions, we present a side view of a research with data on the technology situation in the Public Schools in Pelotas, RS and on the teachers' conceptions on technology. It is a qualitative-quantitative research and the data collection was done through the application of questionnaires in 84 Basic Education Schools (87 in total) and on interviews with principles, coordinators and teachers from five schools that have working, ready-to-go computer labs. We have as theoretical reference Souza Santos ( (1998, 2008), Levy (2000), Castells (2002, 2003), Kenski (2003, 2007), and Porto (2006, 2009). The collected data indicates that 48,8% of the Public Schools have computer labs and only 33,3% of those are connected to the Internet. In relation to other technologies, the situation differs a little. Most schools have TV sets, DVD players, VHS players, sound systems, and special rooms for that specific use, although they have difficulties to keep and maintain them and to do appropriate use of it, thus introducing those tools on the program. The Public School, eventhough being it in a modernization process with a massive inclusion of Technologies of Information and Communication (TIC), most of the time counts on reluctant teachers to integrate them in the educational and communicational processes despite they consider them as resources, tools and/or ways that help in their professional and personal life thus enhancing them for their use and not for the field of knowledge in which they are inserted. Keywords: Tecnological Society. Technologies of Information and Communication. Public School. Teacher Conception.
其他摘要：The schools' dilemmas and realities in the technological and informational society should be known and (re)signified by the researchers to go deep into the reality which, by the stunning speed of the circulation of knowledge, information, stuff and tools, puts in check all the accumulated knowledge, its philosophical and rational basis. So we ask ourselves: How is the reality in Basic Education Schools in relation to the inserction of technologies of information and communication (TCI)? Which are the teachers' conceptions about technology? Based on those questions, we present a side view of a research with data on the technology situation in the Public Schools in Pelotas, RS and on the teachers' conceptions on technology. It is a qualitative-quantitative research and the data collection was done through the application of questionnaires in 84 Basic Education Schools (87 in total) and on interviews with principles, coordinators and teachers from five schools that have working, ready-to-go computer labs. We have as theoretical reference Souza Santos ( (1998, 2008), Levy (2000), Castells (2002, 2003), Kenski (2003, 2007), and Porto (2006, 2009). The collected data indicates that 48,8% of the Public Schools have computer labs and only 33,3% of those are connected to the Internet. In relation to other technologies, the situation differs a little. Most schools have TV sets, DVD players, VHS players, sound systems, and special rooms for that specific use, although they have difficulties to keep and maintain them and to do appropriate use of it, thus introducing those tools on the program. The Public School, eventhough being it in a modernization process with a massive inclusion of Technologies of Information and Communication (TIC), most of the time counts on reluctant teachers to integrate them in the educational and communicational processes despite they consider them as resources, tools and/or ways that help in their professional and personal life thus enhancing them for their use and not for the field of knowledge in which they are inserted.
关键词：Sociedade Tecnológica. Tecnologias de Informação e Comunicação. Escola Pública. Concepção Docente.
其他关键词：Tecnological Society. Technologies of Information and Communication. Public School. Teacher Conception.
