Visão dos professores do ensino médio sobre os recursos tecnológicos como estratégia didática em sala de aula, município de Baraúna - PB.

Abstract

At the presente time the technology makes part of the persons nowadays. Along the years, a great diversity of technological innovations that were developed are being inserted in the schools. The insertions of the technological resources brought numerous privileges, but also great challenges. This work is a research concerning to the vision of the high school teachers about the technological resources used as didactic strategy in the classroom, in the municipality of Baraúna-PB (Brazil). In this sense, this work is done showing the insertion of these resources in schools, and the paradigmatic changes that happen in the educational process with the introduction of these resources in the classrooms and also it addresses the importance of teachers training for the use of these resources. The work also addresses the insertion of the technological resources in the teacher practice, the process of teaching and learning, the diversity of technological resources to be employed in the classrooms and the adaptation of the resources to the classroom reality. Collecting data for the research was conducted in two stages: first, an interview with eight teachers through a semi-structured questionnaire identifying inconsistencies or gaps of knowledge in face to the thematic; in the second stage was held a critical discussion with five teachers about technological resources, when it was appointed by these teachers good points and bad points with the use of technological resources. Considering the given answers and analysed in this study, it is remarkable that the inclusion of technological resources in the didactic practice contributes to the teaching and learning process, to the dynamic classes, to the interaction between teachers and students, and to become more actractive to the students. Considering the problems that impede the correct utilization of the technological resources, teachers mainly cited the lack of teachers training and the abscence of an adequate space. To conclude the reflective process, teachers were invited to elaborate an expectative table that pointed as a future teaching practice, utilising the resources avaiable at school. This descriptive research and also of qualitative and quantitative character contributes in a reflexive manner to show the importance of using tachonological resources in the classroom, thinking the conception about the learning and difficulties that teachers face in the utilization of these resources.