Banca de QUALIFICAÇÃO: RAQUEL DE LIMA SILVA CAVALCANTE

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : RAQUEL DE LIMA SILVA CAVALCANTE
DATE: 02/02/2024
TIME: 14:00
LOCAL: IMD B206
TITLE:

ONGOING TEACHER EDUCATION: BUILDING POSSIBLE PATHS WITH DIGITAL TECHNOLOGIES

KEY WORDS:

Ongoing teacher education; Digital Literacy; Digital Competencies;

PAGES: 60
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SUMMARY:

Digital technologies are a part of our daily lives and need to be included in school environments, as pointed out by the National Common Curricular Base (BNCC) in Brazil. However, there is a significant disconnect between what is outlined in national documents and the reality of everyday school life. Various factors contribute to this disconnect, such as the absence of ongoing teacher training (or the inconsistency between the training offered and the real needs of these professionals), inadequate school infrastructure, devaluation of the teaching profession, workload overload, etc. Focusing on teacher training, it is observed that many teachers have not yet mastered the basic use of these new technologies and, consequently, are unaware of their pedagogical potential to improve teaching and learning. In this sense, this study focuses on promoting ongoing training in the development of digital literacy for teachers working at the Ana Rita Trigueiro Municipal School of Elementary Education, located in the city of Belém do Brejo do Cruz-PB. This school was selected as the locus of research due to the difficulties some teachers face in integrating technologies into their pedagogical practices. These difficulties, observed by the researcher who acts as a pedagogical coordinator at the institution, represent in some cases a lack of knowledge and skills to use simple technological resources, such as email. Thus, we investigate: How can ongoing training in digital literacies for teachers contribute to the teaching and learning process of a municipal public school? The goal of this study is to develop and implement a continuous training program with an emphasis on digital literacy for teachers, aiming to improve the educational quality of the Ana Rita Trigueiro Municipal School of Elementary Education (EMEF). The specific objectives are: i) Investigate the level of digital competencies of the school's teachers; ii) Plan, together with the school's teachers, a continuous training proposal based on their needs; iii) Implement the continuous training program with the teachers; iv) Validate the training proposal with the teachers. The theoretical foundation of this study discusses ongoing teacher education, the planning of ongoing education, digital literacy, and digital technologies of information and communication. For the development of this study, participatory research was adopted, in which the researcher will be actively involved and directly interacting with the participants of the study. This research will be of an applied nature and a mixed approach, qualitative and quantitative. Regarding the objectives, the investigation is exploratory. We will use the instructional design matrix that follows the methodology based on Filatro, which includes five essential stages for planning, creating, and validating the training: analysis, design, development, implementation, and evaluation. As a result, it is expected to elaborate and apply an interactive, participatory, and dynamic model of ongoing training that aids in the development of teacher digital literacy. As a technical product, an e-book will be made available, with the didactic materials and other artifacts used in the training. With this study, we intend to achieve significant results, not only in terms of improving the quality of teaching and learning for the students of the Ana Rita Trigueiro school but also to contribute to the professional development of teachers.

COMMITTEE MEMBERS:
Presidente - 3229319 - APUENA VIEIRA GOMES
Interno - 2178446 - DENNYS LEITE MAIA
Interna - 2245086 - ISABEL DILLMANN NUNES