Banca de DEFESA: MATEUS HENRIQUE DA SILVA BEZERRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MATEUS HENRIQUE DA SILVA BEZERRA
DATE: 15/02/2022
TIME: 09:30
LOCAL: Sala Virtual CAA
TITLE:

SOCIAL REPRESENTATIONS OF TEACHERS MEDIATED BY DIGITAL TECHNOLOGIES

KEY WORDS:

Social Representations. Digital Technologies. Teacher. Education.

PAGES: 150
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This work is a result of a qualitative research that sought as a general objective to
analyze the social representations (SR) of teachers regarding the insertion of digital
technologies in regular education. Investigating social representations is relevant as
they are a form of knowledge whose genesis is socially constructed common sense,
which engenders in individual-group-individual dynamics, finally configuring the reality
of a social group. The RS, by becoming the identity of the groups and guide their
individual practices within the group, explain reality and justify behaviors, which is why
they make their study relevant to researchers. Move this research, in general, the
progressive insertion of digital technologies (TD) in the protocols of our schools - as
recommended the common curricular basis, 2018 - and particularly by the
implementation of Emergency Remote Education (ERE) as a substitute for classes
Presence during social isolation imposed by the sanitary measures to combat Covid
19. This practice required the teachers of a dismantling commitment and vigor without
the pertinent material and pedagogical support. Theorists Serge Moscovici (2007) and
Jean Abric (1993, 1998, 1998, 2001), as regards RS, and Antonio Nóvoa (2017; 2021),
Imbernón (2020) in teaching issues. The social group surveyed was of teachers active
in the initial years of elementary school, totaling the adhesion of 51 (fifty-one) teachers
being 30 (thirty) belonging to the public network, 16 (sixteen) of the private networks
and 5 (five) acting in Both teaching networks in the Municipality Caruaru - PE. The

techniques used for data collection were a free association questionnaire and semi-
structured interviews, both checked online. We adopt content analysis as one of the

methodological resources for reading and systematization of data that have emerged,
openEvoc for the processing of the free-associated questionnaires anchored in the
structural approach of the Central Nucleus Theory. The analysis of the statements
allowed to verify that the insertion of digital technologies in the school daily life were
constituted through the dismissal and absence of physical and structural support of
digital technological means and resources, which leads to concluding that in the face
of problematizing situations teachers They conceived negative SR digital technologies,
depriving and impossibility. Scenario that changes when progress and minimum
stability won by teachers to pedagogical work with these resources. In general,
teachers have indicated that digital technologies are essential to educational progress,
however, to credit and meaning digital technologies in a concrete and effective mode
technologies demands structural and formative conditions to pedagogical work.

BANKING MEMBERS:
Presidente - 1467985 - ANNA RITA SARTORE
Interno - 3480235 - MARCELO HENRIQUE GONCALVES DE MIRANDA
Externa ao Programa - 1743037 - THELMA PANERAI ALVES