As tecnologias na educa??o e a interface com o curr?culo de um curso de uma institui??o tecnol?gica

?rea de concentra??o: Educa??o e Gest?o de Institui??es Educacionais.Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-02-02T19:42:29Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cecilia_godinho_batista.pdf: 1532107 bytes, checksum: 79cfba515a55a51509539b4a6bba225f (MD5)Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-02-03T12:13:56Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cecilia_godinho_batista.pdf: 1532107 bytes, checksum: 79cfba515a55a51509539b4a6bba225f (MD5)Made available in DSpace on 2018-02-03T12:13:56Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cecilia_godinho_batista.pdf: 1532107 bytes, checksum: 79cfba515a55a51509539b4a6bba225f (MD5) Previous issue date: 2017O desenrolar da ed uca??o profissional desde sua g?nese pautou - se pelas demandas econ?micas, pol?ticas e sociais. Essa realidade perdura at? hoje, no mundo contempor?neo, em que em decorr?ncia da explos?o tecnol?gica, essa modalidade de ensino foi reestruturada com base na n ecessidade de educar os sujeitos de forma integral, para que sejam capazes de atuar autonomamente na sociedade tecnol?gica em que est?o inseridos. Para tanto, os Institutos Federais de Educa??o assumem o desafio de oferecer uma educa??o profissional que at enda n?o somente as necessidades do mercado de trabalho, mas tamb?m desenvolva aspectos intelectuais e humanos, valores ?ticos, de cidadania e de criticidade no uso das tecnologias. O objetivo do trabalho foi realizar uma investiga??o cient?fica para anali sar como as tecnologias integram o curr?culo do Curso de Inform?tica, integrado ao Ensino M?dio, no Instituto Federal de Educa??o do Norte de Minas Gerais ? IFNMG, no Campus Pirapora. A metodologia tra?ada, para esta pesquisa qualitativa, foi a an?lise de documentos legais, curriculares e metodol?gicos do curso, aplica??o de question?rios para alunos e entrevista com docentes e profissionais do apoio pedag?gico. A discuss?o e interpreta??o dos dados coletados foram por meio da an?lise de conte?do. Ao final da pesquisa c onstatou - se nos documentos legais do curso pesquisado que o Campus Pirapora possui concep??es quando a import?ncia da tecnologia ser um elemento transversal em toda pr?tica pedag?gica. Na perspectiva dos docentes as tecnologias s?o ferramentas que quando usadas com planejamento trazem resultados significativos ao ensino e aprendizagem. Infelizmente, percebeu - se que ainda s?o poucas as tecnologias utilizadas pelos docentes e que a maioria utiliza com frequ?ncia somente o data show em sala de aul a . No entanto, alguns relatam utilizar ainda o computador, internet , v?deos e softwares para contextualizar e significar a constru??o do conhecimento. Quanto ao olhar dos pedagogos quanto a tecnologia percebeu - se que utilizam para facilitar o acompanhament o das pr?ticas docentes e realizar as devidas interven??es no processo de ensino e aprendizagem. Os alunos relataram que quando o professor utiliza a tecnologia em sala de aula cria uma din?mica e maior interesse pelo conte?do. Em suma, mesmo que de forma limitada, constatou - se que as tecnologias est?o inseridas no curr?culo do curso e os docentes, alunos e pedagogos compreendem que as ferramentas tecnol?gicas podem facilitar e potencializar os processos de ensino e aprendizagem.Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017.The course of professional education since its genesis was based on economic, political and social demands This reality continues to this days, in the contemporary world, where due to the technological explosion, this modality of teaching has been restructured based on the need to educate the subjects in an integral way, so that they are able to act autonomously in the technological society in which they are inserted. Therefore, the Federal Institutes o f Education assume the challenge of offering a professional education that not only meets the needs of the labor market, but also develops intellectual and human aspects, ethical values, citizenship and criticality in the use of technology. The aim of this work was to carry out a scientific investigation to analyze how the technologies integrate the curriculum of the Informatics Course, integrated to the High School, in the Federal Institute of Education of the North of Minas Gerais - IFNMG, in the Pirapora Campus. The methodology outlined for this qualitative research was the analysis of legal, curricular and methodological documents of the course, application of questionnaires for students and interviews with teachers and pedagogical support professionals. The discussion and interpretation of the collected data was based on the content analysis. At the end of the research, it was found in the legal documents of the studied course that the Pirapora Campus has conceptions of the importance of technology as a transversal element in all pedagogical practice. From the perspective of teachers, technologies are tools that when used with planning bring significant results to teaching and learning. Unfortunately, it was realized that there are still few technologies used by teachers and that most often use only the classroom data show. However, some of the teacher report still use the computer, internet, videos and software to contextualize and signify the construction of knowledge. Regarding the pedagogues' perspect ive on technology, it was noticed that the they use it to facilitate the monitoring of teaching practices and to make the necessary interventions in the teaching and learning process. Students reported that when the teacher uses technology in the classroom it creates a dynamic and more interest in the content. To summarize, even in a limited form, it has been found that technologies are present in the curriculum of the course and teachers, students and pedagogues understand that technological tools may faci litate and enhance teaching and learning processes