Uso do laboratório de informática e a cultura digital no processo de alfabetização em escolas municipais de Curitiba - PR

Abstract

Resumo: O uso das tecnologias da informacao e comunicacao (TIC) vem adquirindo cada vez mais relevancia no cenario educacional. As tecnologias inseridas no ambiente escolar, enfatizando o uso do computador, sao recursos importantes para que os alfabetizandos participem da sociedade do conhecimento. Seu uso como instrumento mediador para ensinar e para aprender vem pressionando a escola na reconfiguracao das praticas docentes, na forma de organizar e planejar o processo pedagogico escolar, em seus tempos e movimentos. A Rede Municipal de Educacao (RME) de Curitiba possui, em suas unidades de ensino, laboratorios de informatica e os professores os utilizam para complementar suas atividades didatico-pedagogicas. Esta pesquisa consiste em investigar e analisar o impacto do uso do laboratorio de informatica no processo de alfabetizacao dos educandos nos anos iniciais. Os objetivos especificos propoem investigar as percepcoes dos professores sobre sua formacao e preparo para utilizar as tecnologias digitais; identificar as praticas pedagogicas dos professores no laboratorio de informatica, no processo de alfabetizacao; analisar a influencia do uso do laboratorio de informatica pelos educandos, na percepcao dos professores. Realizaram-se discussoes aproximando educacao, cultura e escola na contemporaneidade a partir de contribuicoes de Almeida (2010), Costa (2007), Cuche (2002), Demo (1996), Forquin (1993), Kenski (2003, 2007, 2012), Leite (2011), Libaneo (1994), Lopes (1999), Morin (2000, 2003), Mortatti (2004), Valente (1997). Para refletir sobre alfabetizacao, praticas docentes e o uso de computadores, adota-se embasamento teorico, autores como Almeida (2001, 2005, 2010), Cagliari (2002), Colello (1995), Ferreiro (1992, 2001), Fiorentini (2010), Kenski (2003, 2012), Kramer (2007), Masetto (2011), Moran (2007, 2011), Sancho (2006), Soares (1998, 2004), Tfouni (2010), Valente (1993, 1991, 1996, 1999), Veiga (2010). A pesquisa utilizou-se de uma abordagem qualitativa (Alves-Mazzotti; Gewandsznajder, 2004; Bagno, 2004; Lessard-Hebert; Goyette; Boutin, 1994; Gil, 2008; Vianna, 2003), tendo como encaminhamento metodologico dois momentos: entrevista estruturada (com quinze professores de 1o e 2o anos e de laboratorios de informatica); observacao formal (com duas turmas de alfabetizacao: 1o e 2o anos), seguida de entrevista estruturada com os alfabetizadores destas turmas. A investigacao teve inicio no ano de 2012 com o estudo exploratorio e transcorreu ate 2013 com analise e interpretacao dos dados. A partir das analises, das entrevistas e da observacao identificou-se que os alfabetizadores consideram o uso do computador como mais um recurso para reforcar os conteudos apresentados aos alfabetizandos e, deste modo, auxiliar na construcao do conhecimento, afirmando que o uso do laboratorio traz contribuicoes para a alfabetizacao por ser um recurso interativo, ludico e que desperta o interesse dos alfabetizandos, facilitando, assim, a aquisicao de conhecimentos. Estes fazem referencia aos saberes e habilidades que os estudantes adquirem, como: a melhora na leitura e na oralidade; o reconhecimento de letras; o registro de letras, palavras e textos; a coordenacao motora; a atencao; o raciocinio e suas producoes. Palavras-chave: Tecnologias aplicadas a Educacao. Alfabetizacao. Laboratorio de Informatica. Praticas docentes.

Abstract: The use of information and communication technologies (ICT) has become increasingly important in the educational setting. The technologies incorporated in the school environment, emphasizing the use of the computer, are important resources for literacy participants take part in the knowledge society. Its use as a tool to teach and learn is pressing the school to re-configure its teaching practices, on how to organize and plan the educational process at school, in their times and movements. The Municipal Net of Education (MNE) of Curitiba has, in its teaching units, computer labs and teachers use them to complement their didacticpedagogical activities. The objective of this research is to investigate and analyze the impact of the use of the computer lab in the literacy process of the students in the initial years. The specific objectives include investigate teachers' perceptions about their training and skills to use digital technologies; identifying the pedagogical practices of teachers in the computer lab in the literacy process; to analyze the influence of the use of the computer lab of the students in teachers ' perception. Discussions approaching education, culture and school in contemporaneity were made from contributions of Almeida (2010), Costa (2007), Cuche (2002), Demo (1996), Forquin (1993), Kenski (2003, 2007, 2012), Leite (2011), Libaneo (1994), Lopes (1999), Morin (2000, 2003), Mortatti (2004), Valente (1997). To reflect about literacy, teaching practices and the use of computers, theoretical basis are adopted, authors such as Almeida (2001, 2005, 2010), Cagliari (2002), Colello (1995), Ferreiro (1992, 2001), Fiorentini (2010), Kenski (2003, 2012), Kramer (2007), Masetto (2011), Moran (2007, 2011), Sancho (2006), Soares (1998, 2004), Tfouni (2010), Valente (1993, 1991, 1996, 1999), Veiga (2010). In this research a qualitative approach were used qualitativa (Alves-Mazzotti; Gewandsznajder, 2004; Bagno, 2004; Lessard- Hebert; Goyette; Boutin, 1994; Gil, 2008; Vianna, 2003), with two methodological lines: structured interview (with fifteen first and second-year teachers and computer labs); formal observation (with two literacy classes: 1st and 2nd years), followed by structured interview with the teachers of these classes. The investigation began in 2012 with the exploratory study and proceeded until 2013 with analysis and data interpretation. From the analyses, interviews and observation were identified that the literacy teachers consider the use of the computer as an additional resource to enhance the subjects presented to literacy participants and thereby assist in the construction of knowledge, stating that the use of the lab brings contributions to literacy for being a resource interactive, playful and that arouses the interest of literacy participants by facilitating the knowledge acquisition. These make reference to the knowledge and skills that students acquire such as: the improvement in reading and speaking; the letters recognition; the registration of letters, words and texts; the motor coordination; the attention; the reasoning and productions. Keywords: technologies applied to education. Literacy. Computer lab. Teaching practices.