Competências docentes e TICs: considerações sobre o fazer pedagógico de professores de uma escola pública

Abstract

The present article sought to analyze the skills needed for teacher training for the use of ICTs in the professional work of teachers of a public school. For the theoretical basis, a contextualization of the technology in the school was carried out, following the main aspects about the teaching competences in the use of ICTs and culminating in a teacher education perspective and in what way they use the technologies in their professional doing. The methodology of the study was based on the qualitative descriptive paradigm and the instruments chosen for the collection of information were the study of the pedagogical political project of the school and the questionnaire technique with open and closed questions, where twelve teachers who taught in this school. Thus, through the categorical analysis, it was possible to analyze the objectives proposed in the research that sought to deepen the skills needed for teacher training for the use of ICTs, contemplating planning, permanent training and usability in class. Thus, it has been found that the use of ICTs is an ever-changing challenge in the face of the speed with which technologies are developed. Thus, one must invest in initial and continuing teacher training, thus seeking the breadth of their conceptions and the development of skills adequate for the effective insertion of ICTs in a meaningful way in the school context.