The meaning that teachers give to the integration of digital technologies in their teaching practices

Abstract

This scientific paper reports an exploratory study conducted in the form of an action research and sought to identify the meanings of a teacher about the incorporation of Digital Information and Communication Technologies (DICT) / cyberspace in their pedagogical practices. Due to this purpose, we also sought to understand how these resources can be meaningful to the teaching practice in cyberculture, potentializing and instrumentalizing participatory / collaborative strategies. The intervention and data collection actions involved a teacher and her students from two classes of the 6th year of primary education in a school in the interior of Minas Gerais, Brazil. The field incursions were carried out in traditional spaces of place and cyberspace, with observations, monitoring of virtualized productions and a semi-structured interview with the teacher. The compilation of empirical data was performed in Atlas.ti software, which assisted in structuring a Content Analysis. The analytical systematization indicated that there are few Educational Public Policies for the inclusion of the DICT in the school, precarious support of infrastructure and lack of pedagogical support that guides the teachers in activities with those technologies. Another expressive suggestion was that the intervention in the field of research consolidated a moment of unprecedentedness, causing a cultural impact on the pedagogical use of DICT. Finally, the actions of authorship in cyberspace suggested learning gains and signs of reconfiguration of the student’s posture towards the teaching proposals, which favored the beginning of a process of revision of pedagogical beliefs of the teacher collaborating the research.