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Advisor(s)
Abstract(s)
Neste estudo é feito uma análise dos dados de uma pesquisa descritiva e de cunho
exploratório, recortando as perceções de professores do estado do Paraná (Brasil)
sobre as suas práticas de integração das TIC. Visa-se caracterizar as perceções e
discutir que tipo de competências digitais essas práticas refletem. Os dados foram
sujeitos a análise estatística descritiva e os resultados analisados tendo em conta os
índices do European Digital Competence Framework for Educators (DigCompEdu).
Identificou-se que os professores desenvolvem sua atividade em contextos
profissionais com alto estímulo para a exploração das TIC, recorrem à internet em
busca de novas metodologias de ensino, planejam com o uso das TIC, supervisionam
pesquisas feitas por alunos e promovem trabalho colaborativo. Considera-se que o
estudo é relevante por analisar práticas educativas com TIC em um contexto brasileiro
considerando indicadores de um referencial que pode ser norteador de políticas para o
desenvolvimento de competências digitais.
In this study, we analyze the data of descriptive and exploratory research, cutting the perceptions of teachers in the state of Paraná (Brazil) about their practices of ICT integration. It aims to characterize perceptions and discuss what kind of digital skills these practices reflect. The data were subjected to descriptive statistical analysis and the results were analyzed considering the indexes of the European Digital Competence Framework for Educators (DigCompEdu). It was identified that the teachers develop their activity in professional contexts with high stimulus for the exploration of the TIC, they use the internet in search of new methodologies of education, they plan with the use of the TIC, they supervise researches done by students and they promote collaborative work. It is considered that the study is relevant for analyzing educational practices with ICT in a Brazilian context considering indicators of a referential that can be guiding policies for the development of digital competences.
In this study, we analyze the data of descriptive and exploratory research, cutting the perceptions of teachers in the state of Paraná (Brazil) about their practices of ICT integration. It aims to characterize perceptions and discuss what kind of digital skills these practices reflect. The data were subjected to descriptive statistical analysis and the results were analyzed considering the indexes of the European Digital Competence Framework for Educators (DigCompEdu). It was identified that the teachers develop their activity in professional contexts with high stimulus for the exploration of the TIC, they use the internet in search of new methodologies of education, they plan with the use of the TIC, they supervise researches done by students and they promote collaborative work. It is considered that the study is relevant for analyzing educational practices with ICT in a Brazilian context considering indicators of a referential that can be guiding policies for the development of digital competences.
Description
Keywords
Professores Práticas de integração das TIC Competência digitais
Citation
Silva, Eunice; Loureiro, Maria João; Pischetola, Magda (2019). Competências digitais de professores do estado do Paraná (Brasil) = Digital competencies of teachers from the Paraná state (Brazil). EduSer - Revista de Educação. ISSN 1645-4774. 11:1, p. 61-75
Publisher
Instituto Politécnico de Bragança