A formaÃÃo continuada dos professores para uso da tecnologia da informaÃÃo na prÃtica pedagÃgica : hoje tem espetÃculo?

AUTOR(ES)
DATA DE PUBLICAÇÃO

2002

RESUMO

How are teachers in government schools in Brazil being trained in the use of Information Technology in their pedagogical practice? Taking a Nucleus for Technological Education as the field for data collection I carried out a study on the process of teacher training as proposed by the National Programme for Information Technology in Education. I confronted what is written in the White Paper that regulates the use if IT in Brazilian government schools as far as the preparation of teachers for the use of IT with pedagogical practice is concerned, with what I found in one of the instances where actual training takes place. The option of using the theatre as a metaphor to writing this work stemmed from the situation under study itself; there is a paper produced by the Brazilian Ministry of Education that sets the school as the ideal locus for Brazilians having access to IT and it sets out the parametres as to how this should happen. The text outlines what must be done and by who. As in a theatre play, it determines players and their roles. The PLAY is the White Paper called âDiretrizes do Programa Nacional de InformÃtica na EducaÃÃoâ Guidelines for the National Programme for IT in Education. This study shows the gap there is between the PLAY written by MEC - the Brazilian Ministry of Education and its staging, confirming the âlong history of beautifully written papers where intentions outlined do not become real in the daily practice of Brazilian government schoolsâ. Teacher training for the use of IT in pedagogical practice, set as structural condition for success in the PLAY, did not go beyond, in the case under scrutiny, the most basic level of familiarization with a computer. The de-centralizing model adopted, pointed in the PLAY as a sign of respect to pedagogical and administrative practice of educational systems, rather than flexibility and contextualism, points to a social division of labour in education (typical of the capitalist system) where conception and execution are the responsibilities of different actors, which revealed a dilution of such responsibilities for the characters, compromising the results the programme supposedly aims to achieve. The promise of change in schooling practices through the introduction of IT as set in the Paper is opposed to the way such technology is used in the schools, with motivational ends and in merely illustrative activities. Such practice stems from a point-to-point orientation, centred on the product, disconnected from pedagogical practice, that does not even enable the teacher as an user of the technology

ASSUNTO(S)

tecnologia da informaÃÃo na prÃtica pedagÃgica educacao tecnologia da iinformaÃÃo

ACESSO AO ARTIGO

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