Diagnóstico da inserção de tecnologias educacionais em escolas de ensino fundamental do interior de Minas Gerais

Abstract

The growing use of Digital Information and Communication Technologies (TDIC) is one of the main events that characterize the 21st century, in a movement that plunges society into the “information waters”. Schools, as integrant parts of our society, are embedded in this movement. In this context, an analysis of the current stage of insertion of TDIC in educational activities in public and private primary schools in a municipality on the interior of Minas Gerais, including the role of school management in this process. The data was obtained through semi structured interviews, using previously elaborated protocols, which were then presented to the municipal secretary of education and managers from the studied schools. In addition, the political-pedagogical projects and the decennial plan of education of the municipality were analyzed. The analysis process incorporated elements of Content Analysis, allied to the use of TextSTAT software to interpret the data, making a triangulation of the information obtained possible, which were then discussed through the literature on the subject. Through the analysis, it was possible to perceive that the TDIC are used in the studied schools on the perspective of conventional education, presenting deficiencies in relation to the professional formation for the pedagogical use of the TDIC, which corroborates studies in other contexts. Regarding school management, it was verified that the administrative and business logic is present in schools, which creates series of contradictions between the discourse about an emancipatory and critical education, which is the theoretical approach presented in the documents studied, and school practice, still focused primarily on the traditional method, without promoting reflection about TDIC in the social context. Considering the found perspective, it is understood that the use of TDIC as mere instruments in schools does not guarantee the transformation of school reality and, therefore, does not assure the realization of a teaching-learning process that considers students' contexts and autonomy.