Possibilidades para a integração das tecnologias digitais nas práticas pedagógicas

Abstract

Nowadays, the use of communication and information digital technologies have become increasingly present in society. Thus, when it comes to schools, there has been an urgent need for digital technologies within pedagogical practices. Considering such current and relevant problem, the following paper proposes that before making such changes in teaching practices, teachers should be consulted so that such changes would be meaningful and effective in their daily pedagogical practice. Therefore, the question that is proposed in this study is as follows: How can teachers’ discourse interpretative listening contribute to the insertion of Communication and Information Digital Technology (CIDT) into mathematics pedagogical practices? The general objective will be to emphasize the importance of teachers’ discourse interpretative analysis, understanding their experience regarding the use of digital technologies in schools, in order to be acquainted with their practices. The author used the bibliographical review as the methodology for the study. It is concluded that teachers can set changes as well if they ponder their practices. Listening, recording and building understandings about their narratives may help planning actions and programs for the inclusion of communication and information digital technologies within the scope of pedagogical practice.