Educador do século XXI e apropriação tecnológica: avanços e limites

Abstract

The present article is the result of a research which aimed at pointing some advances and limits in relation to the technological appropriation of educators and its inclusion in the didactic practices, analyzing the factors that contribute, and those that make its effectiveness difficult. This research is characterized for being a case study, presenting a qualitative approach, being a questionnaire the instrument to collect the data. The target public were Elementary and High School educators of three public schools of Santo Cristo – Rio Grande do Sul State. Analyzing the data, we compared the advances and limits previously mentioned by the authors in the bibliography, and those mentioned by the people interviewed in the research.. The results point at some advances in all this process, like planning of classes using technology, and involving students in a participative way, changing the relation between educator and student, and the process of building of knowledge, and the offering of digital didactic resources via the Internet and technologies at schools. But the limits still rule, like the lack of structure in the informatics laboratories, since professional people or equipments, and, the main deficiency: educators without continuing formation, who feel not prepared to change their didactic practices by inserting technology.