Avanços e limites da proposta de formação de professores em tecnologias digitais na Rede Municipal de Educação de Niterói

Abstract

The presente research aimed to investigate how teacher’s training in digital Technologies occurs in Rede Municipal de Educação de Niterói, a public education policy, identifying the advances and limits of the Assessoria de Mídias e Novas Tecnologias, a sector belonging to the Superintendência de Desenvolvimento de Ensino of the Fundação Municipal de Educação de Niterói. This sector has the responsibility of training teachers to work with digital technologies in their classroom practices. Basing the research in a historical-cultural approach, which consists not only in describing reality, but also in explaining it, I bring authors such as Mikhail Bakhtin, Maria Tereza Freitas and Solange Jobim e Souza to think about research in Human Sciences. As a qualitative research, it was attended by 10 professionals who had already taken part in some course offered by Assessoria de Mídias e Novas Tecnologias. Searching for a methodology that prevailed through dialogism and otherness, individual conversations were conducted, either face-to-face or online, with the investigation subjects teachers. The conversations were used as a methodological procedure quite significant to capture the senses produced by each one after the trainings they took part. Nowadays, we live in a digital culture and the incorporation of digital technologies into the educational process becomes indispensable. By appropriating this language, teachers give students new ways of teaching and learning. In order to understand the changes in contemporary society and the evolution of information and communication technologies for this new digital age, authors like Lúcia Santaella, André Lemos, Nelson Pretto and Pierre Lévy have been used, besides Edméa Santos and Marco Silva to think about the studies of cyberculture and online education. Theorists like José Manuel Moran, Maria Teresa Freitas, Adriana Bruno aim at the need of a differentiated teacher training, connected to the changes brought about by cyberculture. From the conversations, it was possible to verify the advances and the limits in the training of teachers in the Rede Municipal de Educação de Niterói, from its implementation to encouraging the use of digital media and technologies in an innovative way, as well as issues related to the infrastructure of technological equipment and the internet. Such data contributed to rethink a new public training policy by Assessoria de Mídias e Novas Tecnologias.