Sequências didáticas para a formação docente: recursos digitais para professores dos anos iniciais de São Vicente do Sul

Abstract

The following study was carried out by the Graduate Program in Networked Educational Technologies of the Federal University of Santa Maria (PPGTER/UFSM), in the line of research Management in Networked Educational Technologies. The research problem is: What are the challenges encountered and the possibilities for inserting digital resources into the teaching process of early years teachers in the municipality of São Vicente do Sul? And as a general objective: To propose teacher training aimed at knowledge, digital literacy and possibilities for using digital resources and tools that aim to corroborate the teaching work of Early Years teachers in the municipality of São Vicente do Sul. The work was carried out in six different stages, based on a case study, with exploratory and descriptive objectives, along with a qualitative and applied approach. This study led us to question the educational reality that I experience in my school network. This highlights the relevance and importance of discussing new ideas, new teaching practices and focusing on what is a priority in the educational environment, in the face of so many changes that education has been facing, especially in recent years. The impact that the pandemic has had on our educational system, the new ways of teaching and learning, makes it necessary to reflect on and deconstruct paradigms that have been built up over the years. It is increasingly urgent and necessary for teachers to explore and include different resources in their planning, so that they become allies and collaborate with teaching within schools. When we talk about educational resources, we can refer to many of them, but the most urgent is the exploration of the most varied Digital Resources available. These are increasingly present in the lives of many of our students, through social interaction and interaction with the environment. It is therefore essential to emphasize the role of the teacher in mediating the use and exploitation of these resources in the school and, above all, in their classroom with their students and to help with their planning. As a result, there is a need for a process of personal, professional and methodological transformation, arising from these resources, which have required the teachers involved in this research to take part in training activities which they can develop into actions that provide the learning, information and development needed to guide their professional practices, given that promoting quality teaching in the basic education network also requires adequate preparation and professional training.