O uso das tecnologias: apontamentos das necessidades formativas dos professores da pré-escola

Abstract

Digital Information and Communication Technologies have been increasingly present in contemporary times, so that their use has been established, on a daily basis, in all sectors, including education. The increasingly earlier access to digital tools brings the need to consider technologies as potential for pedagogical practices, from the beginning of schooling. In this way, for the development of a socially referenced pedagogical practice, the primacy of training throughout professional life linked to teaching needs is ratified, in order to consider, for the development of training, the real training needs of teachers, which can be identified by gaps, problems, interests and motivations. In view of the above, this research has the general objective: to investigate the training needs of preschool teachers in the municipal education network of Natal/RN, regarding the use of technologies in their pedagogical practice. The main authors invited for discussion in this research were: Bujes (2001), Kramer (1995, 2003, 2005), Ditonet (2003), Cerisara (1999), Oliveira-Formosinho (2005), Paiva (2009), Garcia (1995, 2009), Nóvoa (2019), Freire (1993, 2003) Rodrigues and Esteves (1993), Rodrigues (2006), Kenski (2007), Valente (2000, 2018), Almeida and Valente (2011), Mishra and Koehler (2006 ) and Amante (2007, 2013). This research is supported by a mixed approach - quantitative and qualitative. To construct the data, an electronic questionnaire structured by Google Forms was used, with 39 open, multiple-choice questions and also with a seven-point Likert scale. Data analysis was carried out using the principles of categorization and inference of content analysis by Bardin (2016). The results showed the enthusiasm of teachers to learn about possibilities for using technologies in pedagogical practices and highlighted the following training needs: Resources and Tools, Development of Digital Skills, Active Methodologies and Technologies in Pedagogical Practice and Digital Inclusion and Accessibility. The challenges for integrating technologies into practice were also evident, such as the lack of specific training and the scarcity of technological resources. Regarding technological pedagogical content knowledge, teachers are not confident, corroborating the training needs of preschool teachers regarding the use of technologies in their pedagogical practice. Based on the considerations presented in this study, we emphasize the essential nature of investigating teacher training needs to ensure that the training offered corresponds to real pedagogical demands. As a final product, a technical report was prepared to be made available to the Municipal Department of Education, aiming to provide an overview of the training needs of preschool teachers, regarding the use of technologies in their pedagogical practices. Using this material, it is expected that the SME will use the results to promote training actions that meet the real needs of teachers, thus contributing to the improvement of pedagogical practices and the integral development of children in Early Childhood Education.