O Programa Nacional de Tecnologia Educacional e a Formação Docente: um estudo com professores de uma escola da rede municipal de Parnamirim/RN

Abstract

This study analyzes the basic education teacher’s continuing education through the ProInfo program in the city of Parnamirim, in the state of Rio Grande do Norte. This is the frame that is used to build the study’s subject: on one side, there is the ProInfo and its specificities, and, on the other side, there is the teacher’s formation. The study’s starting question that serves as a guiding thread for the research is: starting from the teacher’s point of view associated with document analysis, how did the continuing education of elementary school teachers that received training from ProInfo happen? When it comes to the study’s purposes, the general one consists in investigating how the continuing formation of elementary school teachers from a Parnamirim public school, offered by ProInfo, happened. As specific purposes, the study decided to: a) contextualize Proinfo and its specificities as a part of an education’s public policy; b) problematize the Technology of Information and Communication (TICs) and the teacher’s formation, aiming to know how the new technologies may have, or have, influenced teacher’s professional lives and their respective formations (specially the continuing education); c) identify, based on the teacher’s perspective, ProInfo’s actions on the teacher’s classroom practices. The study developed this investigation in a school that is part of the city of Parnamirim’s municipal school network, with teachers that actively work in classrooms from the first to the fifth year of the elementary school, so it could address some aspects related to the training offered by ProInfo, between 2010 and 2014. This study has a qualitative approach, and its methodological process consisted of a bibliographic review, document analysis, and semistructured interviews with the teachers from the chosen school. In order to analyse the data, we used the content analysis technique proposed by Amado (2013). From this analysis, the study realized that, although ProInfo’s formation action have contributed to the introduction of technological tools in the teaching practices, the formation process’ discontinuity and the lack of social condition and infrastructure are present in the teacher’s narratives as obstacles to the usage of TICs as part of school’s daily life and of the teaching practice.