O uso das TIC na prática pedagógica de professores nas séries iniciais

Abstract

The present research aims to investigate the possible difficulties faced by teachers adhering to the use of Information and Communication Technologies (ICT) in pedagogical practice in the initial grades. The study had a qualitative approach (FLICK, 2009) carried out on a private institution in the city of Maceió. Having five teachers as research subjects, who work in Elementary School and were willing to collaborate with data collection, whose content analysis was carried out in the perspective of Bardin (2009) developed through a semi-structured interview (MINAYO, 2001). The teachers' speeches were structured in four categories: New knowledge, New challenges, New learning and New information. Each category was named after the development of the issues addressed, in which teachers defined ICT in a personal and individual way; talked about their difficulties, desires and needs, about the use of these technological resources in their classes. Finishing the need for accessibility to means that allow learning the ICT uses in the classroom. In continuing education, training teachers and, thus, promoting more dynamic and motivating classes of students learning and teaching.