Inclus??o digital na educa????o b??sica: comparando duas escolas p??blicas dos anos iniciais do Distrito Federal

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2020-04-14T22:34:22Z No. of bitstreams: 1 CarlaCristinaGadelhadaSilvaDissertacao2019.pdf: 2468522 bytes, checksum: 45e095465c8862cd0c7770a67f90f4d3 (MD5) Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2020-04-14T22:34:32Z (GMT) No. of bitstreams: 1 CarlaCristinaGadelhadaSilvaDissertacao2019.pdf: 2468522 bytes, checksum: 45e095465c8862cd0c7770a67f90f4d3 (MD5) Made available in DSpace on 2020-04-14T22:34:32Z (GMT). No. of bitstreams: 1 CarlaCristinaGadelhadaSilvaDissertacao2019.pdf: 2468522 bytes, checksum: 45e095465c8862cd0c7770a67f90f4d3 (MD5) Previous issue date: 2019-12-06 This master's dissertation is part of the research line Educational Process and Teacher Training of the Stricto Sensu Graduate Program in Education of the Catholic University of Brasilia (UCB). It deals with the potential of the school environment as a digital inclusion space, relating the use of technology to teaching and learning, highlighting the teacher as protagonist in this context. It presents as object of study, the digital inclusion in the Basic Education, comparing two public schools of the early years of the Federal District. The research question that directed this study was "How do teachers perceive digital inclusion in the public elementary school of DF?". From this problematic, its general objective was: To compare the teachers' perception regarding digital inclusion in front of the public elementary school of the Federal District. To mediate the achievement of the general objective, the following specific objectives were listed: Identify in the school environment, spaces for digital inclusion; Analyze elements related to teaching practice for digital inclusion in the school environment; Understand the perceptions of teachers in two public schools regarding digital inclusion. The choice of the research fields took into consideration two criteria: the first is that the schools were part of the Federal District Public Education Network, one located in Bras??lia, the federal capital and the other in Ceil??ndia, one of the most populous and needy cities. of the DF (IBGE, 2016). The second criterion was that IDEB scores were approximate. In this research of qualitative approach, were defined as subjects, teachers who deal with students, here called digital natives, as defined by Prensky (2001). The analysis of the research was done by the Documentary Method and the procedures for data collection and construction were the teachers profile identification questionnaire and the discussion groups. From the data collected, there was a convergence in the perception of teachers in both fields, regarding the lack of resources, lack of infrastructure and the deficiency in the offer of courses for continuing education of teachers. Given this scenario, it was recommended that the school understands that the intelligent use of technology can provide a more collaborative learning environment and that the public power should provide means for digital inclusion to be present in the school context of public institutions in the DF. Esta disserta????o de mestrado insere-se na linha de pesquisa Processo Educacional e Forma????o de Professores do Programa de P??s-gradua????o Stricto Sensu em Educa????o da Universidade Cat??lica de Bras??lia (UCB). A mesma trata das potencialidades do ambiente escolar como espa??o de inclus??o digital, relacionando o uso da tecnologia ao ensino e aprendizagem, destacando o professor como protagonista nesse contexto. Apresenta como objeto de estudo, a inclus??o digital na Educa????o B??sica, comparando duas escolas p??blicas dos anos iniciais do Distrito Federal. A quest??o de pesquisa que direcionou este estudo foi ???Como os docentes percebem a inclus??o digital na escola p??blica de ensino Fundamental do DF????. A partir desta problem??tica, teve como objetivo geral: Comparar a percep????o dos docentes quanto ?? inclus??o digital frente ?? escola p??blica de ensino fundamental do Distrito Federal. Para mediar o alcance do objetivo geral, foram elencados os seguintes objetivos espec??ficos: Identificar no ambiente escolar, espa??os para inclus??o digital; Analisar elementos referentes ?? pr??tica docente para a inclus??o digital no ambiente escolar; Compreende r as percep????es dos docentes d e duas escolas p??blicas quanto ?? inclus??o digital . A escolha do campo de pesquisa levou em considera????o dois crit??rios: o primeiro ?? que as escolas fizessem parte da Rede P??blica de Ensino do Distrito Federal, sendo uma situada em Bras??lia, capital federal e a outra em Ceil??ndia, uma das cidades mais populosas e carentes do DF (IBGE, 2016). O segundo crit??rio foi que as notas do IDEB fossem aproximadas. Nesta pesquisa de abordagem qualitativa, foram definidos como sujeitos, os professores, que lidam com os estudantes, aqui chamados de nativos digitais, conforme defini????o de Prensky (2001). A an??lise da pesquisa foi feita pelo M??todo Document??rio e os procedimentos para coleta e constru????o dos dados foram o question??rio de identifica????o do perfil dos professores e os grupos de discuss??o. A partir dos dados coletados, observou-se uma converg??ncia na percep????o dos docentes das duas escolas, no que se refere ?? falta de recursos, falta de infraestrutura e a defici??ncia na oferta de cursos para forma????o continuada dos professores. Diante deste cen??rio, recomendou-se que a escola compreenda que o uso inteligente da tecnologia pode propiciar um ambiente de aprendizado mais colaborativo e que o poder p??blico deve oferecer meios para que a inclus??o digital se fa??a presente no contexto escolar das institui????es p??blicas do DF.