DIGITAL TECHNOLOGIES IN THE PEDAGOGICAL PRACTICE: CONTRIBUTIONS TO THE PROGRAM CONTINUED FORMATION OF PROINFO/MEC

Abstract

This article is a research in education and is about data observed from an investigation of teaching practices through documentary analysis of didactic material, official documents of programs of the Ministry of Education (MEC) and aims to present a discussion about the use of Digital Technologies (TD) for Education in public schools and the knowledge needed by the teacher to act against this demand, taking as a reference and study the teacher of the early years of elementary school. As theoretical support we have the conceptions of digital technologies in education (MARCUSCHI; XAVIER, 2010), (PIMENTEL; COSTA, 2017), the multi-elements and multimodality with (ROJO; MOURA, 2019), cyberculture with (LÉVY, 2009). And as a methodological basis (SAMPIERI; COLLADO; LÚCIO, 2013). The research was carried out in a school located using information from the MEC portals (BRASIL, 2017). The research was carried out at a school located using information from the MEC portals. At first, we reflected on the insertion of technological resources in basic education schools and the reaction of the school community to this new format and teaching methodology, highlighting the need for adaptation and changes in the practices of teachers, students and the entire community. school. The research exposes concepts about curriculum and praxis for this new pedagogical proposal. The work ends by demonstrating possibilities of use of media by the teacher of the early years and in the final considerations demonstrating the results with possibilities of using digital technologies in pedagogical contexts in a public school. For the initial years, the research showed that the e-mail and blog resources can be used effectively in the teaching of the Portuguese language, especially in the written textual production and in reading.