Banca de QUALIFICAÇÃO: CRISIANY ALVES DE SOUSA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : CRISIANY ALVES DE SOUSA
DATE: 30/06/2021
TIME: 16:30
LOCAL: https://meet.google.com/tdp-tcza-fgg
TITLE:

Continuing Education in Digital Skills for Elementary and High School Teachers: A proposal based on the Brazilian matrices

KEY WORDS:

Digital Teaching Competence. Continuing Education. Self-evaluation.

PAGES: 92
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

Government strategies for the inclusion and promotion of digital technologies in schools have been gradually disseminated, having been punctuated since 1989 with Proninfe, followed by Proinfo in 1997 and its reformulation in 2007 and, more recently, with the Connected Education Innovation Program in 2017. These public policies to encourage the adoption of Digital Information and Communication Technologies (ICTs) can be perceived in schools, through the tracks left in the infrastructure and teacher training. However, the infrastructure acquired and the training provided were not able to provide an effective integration of digital technologies into the curriculum, nor to develop digital competencies in teachers, so that they could keep up with new learning environments and innovations provided by ICTs. With the need to comply with the Common National Curricular Base and to keep up with the new transformations caused by social isolation, resulting from the COVID-19 pandemic, we can observe that the continuous training offered to teachers by the programs that promote digital technologies in schools were insufficient to overcome the challenges proposed by a digitalized, globalized, and participative society. In this sense, the present work aims at searching for alternative possibilities and processes for continuing education focused on the development of teachers' digital competencies at the levels of appropriation, exposure and familiarization pointed out by the Edutec Guide platform of the Innovation Center for Brazilian Education (CIEB). To this end, a new matrix of digital teacher competencies was elaborated, in order to guide a self-assessment of the competencies and provide subsidies to propose a continuing education course. This course, which was conceived for the remote format, was given to a group of teachers from a municipal teaching network, favoring autonomous and innovative learning for the teachers' performance in different teaching and learning environments. Thus, the course was able to provide teachers with a reflection on their practice, by experimenting and developing actions that can be replicated with their students. Moreover, the aspects and contributions of remote continuing education for teaching practice were also evaluated, through self-evaluation, educational products, lesson plans, among other artifacts developed in this formative journey. In conclusion, the contribution of this formative model is clear for the appropriation of new knowledge, the reflection on the evaluation of digital competencies in teachers and practices with and for the use of ICTs, highlighting the possibility of this course model to constitute itself as a benchmark for teacher training.

BANKING MEMBERS:
Presidente - 2978747 - CHARLES ANDRYE GALVAO MADEIRA
Interna - 333491 - BETANIA LEITE RAMALHO
Interna - 2315340 - CIBELLE AMORIM MARTINS