Dificuldades para o uso da informática no ensino: percepção de professores de matemática após 40 anos da inserção digital no contexto educacional brasileiro

Abstract

Although there exists a positive discourse potential concerning digital resources for teaching, its implementation in teaching practices has shown to be ineffective. The objective behind this present study was to identify the difficulties faced by teachers in the adoption of information technology into teaching practices. The study was performed using mathematics teachers from elementary II classes in public schools. In order to collect the necessary data a questionnaire was developed (Likert scale) with limiting factors in the training process as well as in information technology laboratory use. The results show that there still remain old problems: deficiency in teacher formation and in the infrastructure of laboratories, insecurity concerning teaching practices, even after 40 years of digital insertion into Brazilian education processes. Except for school management that has understood its role in this important process.