Saberes e conhecimentos docentes na implementação de Programas de Inclusão Digital em escolas de Educação Básica em Garanhuns/PE

Abstract

This paper analyses the knowledge and expertise used by teachers, while teaching making use of computers, implemented by the Programas de Inclusão Digital (Digital Inclusion Programs), in primary education schools, in the city of Garanhuns. It has, as references, the educational policies approach by Stephen Ball (1994), the proposed "reservoir and repertoire of teaching knowledge" of Gauthier (1998), the teaching knowledge in accordance with Tardif, Lessard & Layale (1991), in the teacher s relationship with the information and communication digital instrument , in accordance with Pacheco (2001), in schools. Seeking to provide reflectivity (PERRENOUD, 2002) to the construction of knowledge by the participants, the study was carried out through listening to teachers, through training course, through discussion forum (GATTI, 2005) and through in-depth interview (SELLTIZ et all, 1975), in six municipal schools, of eight which were provided with desktop computers. A content analysis of Bardin (1998) allowed to understand part of the implemetation of new digital technology in schools and the demand for knowledge and expertise by the teachers, for the use of computers in education, in a computerized environment. For such understanding it was also important to analyze the implementation of computers in the material conditions of the schools and the appropriation of knowledge and expertise by the teachers for use in their teaching. The categories of meanings of the teachers statements have contributed to resize the complexity of the implementation of computer technology and education policies, in the arrival of mobile and desktop computers in basic education institutions, envisioning the search for computer and educational computing knowledge and expertise by the teachers while in practice