Tecnologias no Cotidiano escolar : limites e possibilidades

Abstract

This dissertation is the result of a case study that investigated and analysed the integration of technologies, namely, the object of learning: What can be done to reduce the environmental impact caused by the use of batteries? , in the teaching of Chemistry in a public high-school in the municipality of Uberaba MG. Twenty-seven students and one high-school teacher were part of the investigation. The procedures adopted for this research were: bibliographical revision, questionnaires with open and closed questions, semi-structured interviews and observation. The results pointed out to the fact that integration of technologies in the school context, depends on a number of determinants, such as an adequate technological infrastructure, investment in teacher training, review of teaching and learning paradigms and convictions about how to improve students learning by means of technologies, and the need to rethink the learning contexts. Results suggest that the integration of technologies is due more to enthusiasm concerning a differentiated manner of teaching and learning than by the adoption of educational views that may produce changes in the form of seeing and putting into practice the formative processes when there is the availability of other didactic resources other than the traditional blackboard and chalk. Thus, it is necessary to have a policy that will assure discussion and reflection about the integration of technologies in the school environment, meaning an improvement in the school.