Resumen

BORGES MARTINS, Onilza  y  FALCADE MASCHIO, Elaine Cátia. Digital Technologies in the School and Teacher Education: Representations, Appropriations and Practices. Rev. Actual. Investig. Educ [online]. 2014, vol.14, n.3, pp.479-301. ISSN 1409-4703.

The text discusses the relationship between teacher education and digital technologies in the school. It tries to understand the representations, appropriations and practices of elementary school teachers, while critically analyzing teacher education for the use of new technologies in the school. The universe of the research included public schools in the city of Curitiba and its metropolitan region in the state of Paraná, which are responsible for the teaching of the early grades of Elementary Education. Such institutions receive digital pedagogical tools such as laptop computers and interactive whiteboards. The methodology is based on a qualitative approach and it was performed by means of questionnaires given with closed-ended and open-ended questions. The results found made clear the need felt by the school subjects, especially by the teachers, for a transforming pedagogical practice based on the use of digital technologies. The lack of theoretical, technical and pedagogical contributions, which are necessary to the process of teacher education for the use of new technologies in the school, was one of the aspects that represented the difficulties to incorporate new pedagogical practices in the teaching and learning process of the analyzed context.

Palabras clave : Public school; technologies; teachers; Brazil.

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