As TICs no ensino da Sociologia: da formação docente à sala de aula.

Abstract

During the whole history, the technologic development has always transformed the society, and the Information and Communication Technologic (ICTs), since their beginning, in the middle of 1970 – during The Third Industrial Revolution and the Digital Revolution – they have a very important role on the way we communicate, learn and live. The present capstone brings thoughts and also presents the co-relation between Education, Teacher Training, and the access to the Information and Communication Technology, regarding the reality of Sociology’s teachers in three towns in Paraiba state. Seeking to answer the following question: What kind of contribution the professionals bring to the use of ICTs to the process of teaching and learning Sociology? Also, other types of questions come up during the research process, intending to describe the challenges faced on the teaching process regarding the use of Information and Communication Technology in the classroom and how teachers use it in their practice. So that, when we analyze the reality based on the concepts as “Cyberculture”, “Educomunication”, and others, it is possible to understand the use of the ICT as a helpful tool on the pedagogic practice on the public basic education, especially on Sociology class. Methodologically, in this capstone it was used a quality approach and, as a data collection instrument, it was used a semi-structured questioner and the interpretative analysis method. Teachers of Sociology at the High School level on three towns in Paraiba state (Patos, Sumé, and Monteiro) were used as the main subjects for this research. Considering the quality research studies one specific phenomenon in its natural environment relating to its object (Günther, 2006), we emphasize that our object is the use of ICT as a didact resource. It is, also, valid to emphasize there is an agreement about the positive impact of training teachers to be able to use the technologies; remembering always there are potential challenges of using it on the school environment. Thus, the present capstone also looked for pointing out to the processes of the initial and continued training to use the ICT in the classroom as a secondary tool on the teaching-learning process, and also considering the dynamics that are part of the practice through a Technologic Guide. The conclusion is that the teacher’s training process needs to move from a theorical to the practical path and also the need of making happen projects and rules to the professional’s trainee that, indeed, are effective.