Tecnologias educacionais: uma proposta de formação continuada para professores de química na educação básica

Abstract

This work was motivated by the experience of the researcher, who for eighteen years as a teacher of Basic Education has been acquiring a growing concern about the use of didactic-pedagogical tools that can stimulate students' interest in Chemistry classes. This research was aimed at understanding the vision of a group of six teachers, who had different experiences in Basic Education and taught in the course of Chemistry Degree of UNIGRANRIO (Universidade do Grande Rio), about the technological resources in their pedagogical practices. In this context, this study aimed to understand the perspective of the subjects of the research on technological resources as a didactic tool in the teaching of Chemistry, its difficulties in the use of them, as well as to investigate the motivation of these teachers for a continuous training with a focus on the use Of technological resources in the teaching of Chemistry. As an educational product, it was elaborated, based on the research carried out in this Dissertation, a proposal for a continuing training course for teachers, with the expectation of stimulating the use of technological resources in Chemistry classes, increasing the knowledge of teachers about the pedagogical possibilities of technological resources And contribute to a more attractive pedagogical plan for students of the technological age. This course was prepared in the blended mode and was based on the suggestions of the research participants. This study was conducted within the municipality of Duque de Caxias, RJ, and had as a data collection instrument a questionnaire and a focus group. Data analysis made it possible to identify the main barriers faced by Basic Chemistry teachers regarding the use of technological resources. According to the view of the subjects of this research, the barriers identified for the use of technological resources in pedagogical practice were: the difficulty of access to these resources in schools, the lack of infrastructure and lack of knowledge of teachers. The study also found that despite these barriers, teachers consider that technological resources help in learning, and act as a stimulus for the teaching of practically all the contents that compose the Chemistry curriculum in Basic Education. In addition, it was observed that there is a need to explore these resources more, in order to enhance their pedagogical utility. This need is related to the fact that the initial training of these teachers did not occur in the technological age.