Tecnologias Digitais no processo de ensino e de aprendizagem: Percepções de professores de ciências e alunos do ensino fundamental II

Abstract

Technology is part of human historicity, it is the result of all his ingenuity and creativity to better adapt to various environments and situations. Digital technologies have been gaining a prominent space due to their accelerated development and the numerous possibilities that their media resources offer. In education, digital technologies have the potential to improve the teaching and learning process, becoming an important support for natural science classes and streamlining the process towards the construction and production of scientific knowledge. In this context, the present study conducted a literature search on the concept of technology throughout human history and its forays into education, also considering legislation on the integration of technology in public schools. A field survey was also conducted on the perception that science teachers and their ninth-grade students have about digital technologies in education. The research methodology is qualitative, and the method used for data construction and analysis was Discursive Textual Analysis (DTA). As a data collection instrument, semi-structured interviews were conducted with the teachers, and questionnaires were administered to the students. From the collected data, three final categories were reached for teachers and students, namely: teachers and students - conception and understanding of technology; teachers and students - understanding and implications of the use of technologies in the classroom; teachers - technological training of the teacher. From the data, it was concluded that digital literacy is essential for society to effectively implement the use of digital technologies in schools. This makes it possible to streamline the teaching and learning process, thus facilitating the construction of new knowledge.