Tecnologias digitais na educação: impasses e contribuições.

Abstract

The insertion of digital technologies, in the education, demonstrates to be a great challenge for the school and for the teachers of this 21st century. This challenge brought the need to review current pedagogical practices, being relevant to know the impasses and the contributions of digital technologies in the process of production and socialization of human knowledge. With this, the present research has, as main objective, to analyze how teachers are using digital technologies in their work in the initial years of elementary school. The research was developed in a public school, located in the Cajazeiras-PB, and with six (06) teachers that were interviewed and that work in the initial years of primary education in a public school. Thus, it is a field research of aspect bibliographical, applied, descriptive and with a quantitative-qualitative approach. As research tool, we used a questionnaire composed by objective and subjective questions directed to the teachers. For the construction of the theoretical foundation, the main authors were Castells (1999), Veraszto (2008), Tajra (2012), Cox (2012), Oyama (2001), Moran (2000, 2004), Kensky (2003), among others. The theoretical studies carried out, as well as the data collected in this study, demonstrated the perception of the teachers that were investigated. They believe that digital technologies facilitate the teaching and learning process. But, there are many difficulties in using them for the learning of students. However, while there are impasses, the contributions of digital technologies are many in education. Thus, the results point to the necessity of a new look in the teachers' pedagogical practices in relation to the use of digital technologies, indicating also the necessity of training for these professionals in the current educational conjuncture.