Narrativas reflexivas de professores da educação básica: (re)visitando a prática docente com TDIC pelo viés da atualização

Abstract

The present study discusses continuing education for the use of Digital Information and Communication Technologies (DICT) in teaching practices developed within basic education. Its relevance lies in the potential to improve pedagogical strategies supported by DICT in response to the changes occurring in and around schools. It is based on the following research question: From the perception of changes in and around the school, do the reflective narratives arising from formative experiences contribute to the use of DICT in teaching practice? The study aims to analyze how reflective narratives produced by teachers, based on a continuing formative experience, reveal contributions to the use of Digital Information and Communication Technologies (DICT) in teaching practice, in dialogue with the transformations occurring in and around schools. The chosen methodological approach is qualitative, developed through the methodology of reflective narratives, having as its main data collection instrument the production of individual reflective narrative memorials by 27 teachers working in the early years of elementary education in three public schools in the Maceió/AL education network. These narratives emerged from reflective activities within the online Updating Course Pedagogical Strategies Mediated by Digital Technologies, offered as part of the research, in addition to questionnaires and participant observation. The results indicate that the reflective narratives have the potential to contribute to the use of DICT by fostering teachers’ awareness of their importance in teaching practice, even in the face of challenges encountered by participants.