MÁRCIA LEÃO DA SILVA PACHECO

TITLE: THE NON-PLACE OF TECHNOLOGY IN CLASS: RESEARCH ON TIC INTEGRATION TO CRE/JATAÍ SCHOOL UNITS.

ABSTRACT: In this research, enrolled in the “Culture and Teaching and Learning Processes” Line, we seek to understand how the use of Information and Communication Technologies (TIC) occurs in Goiás state school units of the Jataí Regional Education Coordination (CRE Jataí) and how TIC relate to teacher education. Specifically, we seek to: identify existing TICs in school units for use by teachers and students in class, checking whether teachers know and use them; investigate if, for the teacher, TICs contribute to school teaching and learning, diagnosing aspects or factors that hinder their integration into the school environment; find out if teachers have been trained in TIC and what it consisted of; characterize resistance to the use of TIC in the school environment, if any. The relevance of this study is to contribute to (re)think the integration of TIC to the pedagogical practice. This qualitative research had as instruments of data collection questionnaire and semi-structured interview, applied in 21 schools, for 465 regent teachers. The methodology included consulting the Minutes of the Educational Technology Nucleus (NTE) and the Mobile Goods Reports of schools to identify the technological infrastructure and verify the courses offered to teachers in the last twenty years on the use of TIC in the classroom. Based on the content analysis method of Bardin (2011), the analysis is developed in the units: “infrastructure”, “pedagogical practice”, “teacher training” and “resistance characterization”. Thus, we find that the school has some technologies; however, they do not exist in sufficient quantity and/or are not in satisfactory conditions of use. Regarding pedagogical practice, the results suggest the underutilization of TIC by teachers. We found that the training of teachers for the use of TIC was offered by Jataí NTE, through courses and workshops. The content revolved around an initiation and/or presentation of basic computer functions and Internet access. This result meets a training focused on “digital literacy”, but not all teachers participated. In addition to the number of places, we should consider the teacher's option not to participate in training courses. The results of this research show evidence of resistance to the use of TIC in schools researched by multiple factors, highlighting the lack of infrastructure. Regarding the characterization of resistance, we found traces in school environments that point out: caveats regarding the use of TIC; "pessimism"; feeling of insecurity in the face of change; who do not believe in something that was not part of their formation. Therefore, the results of this allow us to say that we find two places for technologies. One of them is called a “deposit”, where are the objects that are “scrapped” and/or those that are not used. The other is the “locker”, which is locked, in which we verify the presence of technologies, in this case, equipment, inside their original, sealed boxes, so as not to spoil. Therefore, we understand that what does not exist and/or cannot be used has no place in class.