Formação continuada para docentes da educação básica : uso da tecnologia como apoio as aulas presenciais

Abstract

This study aimed to verify the importance of Continuing Education for a group of teachers from the perspective of using the Google Classroom Platform, in a school of the municipal education system, located on the north coast of Rio Grande do Sul State. As specific objectives, it was tried to investigate the use or not of the technology by the teachers in their classes; to identify the contributions of the use of the Google Classroom Platform in the teachers' perception; to verify the teachers' perception about the training (initial and continued training) to use technology in the classroom and to identify the difficulties or facilities of the teachers to use the technology in their classroom. The research was carried out with a group of eleven teachers from the final years of elementary school. For data collection, a questionnaire was used, the direct observations of the researcher were recorded in a field diary and it was structured interview for the teachers at the end of the proposed Continuous Formation. The teachers' responses to the structured interview were analyzed using the qualitative method of Discursive Textual Analysis (ATD, from the acronym in Portuguese), relating emerging categories and subcategories. From this analysis, six categories emerged: Technology; Relation of teachers with technology; Students' relationship with technology; Initial and continued training for the use of technology in teaching practice; Continuing education of the Google Classroom Platform; Difficulties presented in the insertion of technology; which demonstrated the teachers' perceptions after experiencing the Google Classroom Continuing Education, its possibilities and facilities in the insertion of this virtual learning environment, as a support for face-to-face classes. The results of the data analysis indicated that, although the teachers believe that the insertion of the technology in their classes would be a differential, it is still little used in their pedagogical practices. For them, the use of the Google Classroom Platform would potentiate the presences classes, but they reported their insecurity to insert the technology, emphasizing the need for more formations that deal with this area.