Estudo sobre as concepções de professores de Química quanto à inserção das TIC na Educação Básica

Abstract

Based on the perception of the little use of Information and Communication Technologies (ICT) in the activities carried out in schools during graduation, this monograph aims to analyze the conceptions of Chemistry teachers about the use of ICT in Chemistry classes. For this, a bibliographic survey was carried out on the use of ICT in teaching, especially in the teaching of Chemistry. A qualitative approach was used, characterized as a "descriptive research" of the case study type, and as a method of data collection, carried out semi-structured with five teachers of Chemistry acting in public schools in the city of Ituiutaba- MG, to investigate their conceptions and their experiences with the technologies in the classrooms. From this research it was verified that the use of ICT is an excellent alternative in the teaching of Chemistry, but investment in education is still not enough. According to the teachers, most schools lack an appropriate place, a computer lab, for example, with enough equipment for the number of students, as well as connection to the internet, which makes it difficult to insert these technologies in their classes. In addition, another problem identified in the research was the teachers' lack of preparation both in the use of these tools and in the insertion of these in their classes. Therefore, in addition to investments in the physical structure of the school, there is a need to restructure the initial and continuing training courses so that the inclusion of ICT in education is more effective. Aiming to facilitate teachers' work in chemistry classes, a didactic sequence was elaborated on the content of chemical reactions, using some ICTs, based on the analysis of some lesson plans of the Teacher's Portal. The purpose of this sequence is to serve as a model for teachers of Chemistry to seek other ICT in this and other sites for insertion in different chemical contents.