Contribuições do curso Redes de Aprendizagem do Proinfo para construção de conceitos e autonomia de professores do Tocantins

Abstract

The digital technologies of information and communication - TDIC have contributed decisively to transformations in several social segments, to the detriment of the use in basic education, as support for the teacher in the processes of teaching and learning. It impels to analyze the formation of teachers for the understanding of this new culture that is installed in the social environment and the effectiveness of the public policy of insertion of these technologies in the school. Thus, the present study has the objective of analyzing contributions from the Continuing Education Learning Networks Program, from the National Program of Educational Technology (ProInfo) to teachers from Tocantins to construct concepts and extend autonomy through TDIC. It discusses digital technologies in the Brazilian context and in the State of Tocantins, in relation to the public policy of insertion of these resources in the educational context and the training of teachers, as a sine qua non condition to advance the autonomy. A descriptive and exploratory case study, carried out in a qualitative perspective, in which information was collected, consisted of theoretical references, official documents and the application of a subjective questionnaire to 27 teachers who attended the Learning Networks in the year of 2014, within the scope of the Educational Technology Center - NTE, in Paraíso do Tocantins. The meaning of the course for teachers of the State of Tocantins is perceptible as they manage to reflect on their new pedagogical role in the context of technologies, mobilize knowledge about technological tools and extend autonomy in TDIC. It is considered the importance of a continuous formation that allows the teacher to overcome traditional ways of teaching, using tools of the digital culture as support to advance in the critical and autonomous formation of the new subjects of the digital era. Given the complexities of a constantly changing social context and a school education surrounded by plural dilemmas, this research is not ready, lacking new looks on the proposed themes.