O uso das TIC no ensino de química nas escolas da rede pública de nível fundamental e médio da cidade de Cuité - PB.

Abstract

Today's technologies are a reaJity that surrounds us wherever we are and nave become a great tool that enables an immeasurable gain in all the areas that are employed. As far as communication is concemed, tb.ese gains are even greater, because the present society does not dispense witb. the use o f tb.ese to facilita te their day to day li f e. Given tbe need to have a look at innovative chemistry teaching, making use of appropriate technological resources and facilitating the transmission of knowledge in the area studied, this study aims to evaluate the efficiency of the use of TCT in teaching chemistry in public schools In primary and secondary education in the city of Cuité PB. The research is characterized as a case study of a qualitative and quantitative nature. To this end, it was followed the day-to-day of some schools in the public network, to identify if they are being used and how the use of ICT in classrooms occurs. Subsequently, a questionnaire addressed to the teachers was applied, in order to make a survey to justify the results of the research., since previous studies showed that some teachers still showed resistance to use such resources and I or had no training at ali. To introduce such tools into teaching. Computerization in schools is a discussion that brings out the antagonism between tb.e modem and the traditional classes. The use of technology in general and especially in education can transform society, and for this it is necessary that their access is not restricted, but that everyone has the conditions to use them. lt was possible to see that most teachers see lCT as important as they facilitate their interaction with students, since they are more receptive to them, which makes classes more dynamic. lt was also possible to verify that the use of ICT in teacbing chemistry in Cuité PB schools is not being used in a way that contributes to teaching and learning, since teachers state that they have not received training to introduce the resources made available by schools.