A visão docente do processo de inclusão de um laptop por aluno em duas escolas públicas do ensino fundamental I

Abstract

The human activities are interconnected in the social, cultural, economic and political relations. In education, those relationships interact much before the arrival of modernity. Modernity here understood as technological artifacts such as computers, and information and communication technologies empowered by the internet and more recently the portable computers denominated “educational laptops” which are present in the school context, showing new demands placed on the school and reflecting these relationships. Relationships that emphasize collective work in the learning process, which depict the relationship between students and teachers with the school environment, with computers and with information through the internet. In this process, where the interaction appears it can strengthen the autonomy and learning procedures, collaborative activities, responsibility, and interdependence among others. The objective of this study was to analyze how faculty members in two public first grade schools in the city of Canoinhas – SC view the inclusion of a laptop per student in the teaching/learning process in classroom. The study is justified by the importance of the theme and the need for empirical studies which show the situations potentially capable of changing and/or consolidating the existing iews on the use of this technological resource in the daily routine of teachers in the school. The methodology used was the intrinsic exploratory case study. This approach is used when the researcher wants to know in greater depth some unknown issues. The data was collected in two phases: the first phase was a documental analysis of the “Projeto Aprende Canoinhas” and the “Projeto Político-Pedagógico”; in the second phase semistructured individual interviews were conducted with all teachers (14) in both schools. The main results showed that the role of the managing team in the insertion process of one laptop per student was fundamental in order to prepare the environment and encourage the use of laptops by teachers and students in the teaching/learning process. There was an improvement in communication among the faculty and much of the learning process that happened with the use of laptops by the faculty depended on the participative characteristic of the schools, which, in general, have a faculty which is willing to help each other. The use of laptops in the pedagogical practice provided references for planning faculty actions. In this sense, the planning for activities using the laptop occurs in a simple manner, which molds itself to the normal planning which the faculty is get used doing in the school’s daily routine.