PRÁXIS EDUCATIVA: MEDIAÇÃO PEDAGÓGICA DE TECNOLOGIAS DIGITAIS PARA FORMAÇÃO CIENTÍFICA E TECNOLÓGICA

Abstract

This research consists of a case study that aimed to identify which conceptions bring teachers and students of basic education about the use of digital technologies for the development of proposals for educational practices in the mediation of the teaching-learning process for scientific and technological training. We deal with a qualitative methodological approach with the application of semi-structured questionnaires to 33 teachers and 28 students from Integrated High School. We treat the data through Bardin's Content Analysis to support the analysis and interpretation of the information obtained. Thus, we seek to establish a theoretical foundation dialogue between educational practices by Freire and Franco, mediation with Vigotski and Masetto, digital technologies Bacich, Moran and Kensi, and Comprehensive Human Training in Professional and Technological Education (PTE) discussed by Gramsci, Saviani and Moura. We realized that the classes, despite being taking place in a totally remote way, the methodologies used together with digital technologies consist of the reproduction of the expository classes that took place in person, generally of a traditional expository nature. We also found the existence of two rationalities in the teaching discourse (critical-emancipatory and technical-scientific). Despite the majority trying to mediate teaching-learning situations based on the assumptions of human training, they are still at a loss on how to achieve this, which suggests deficiencies in teacher training to work in PTE. At this moment we place the relevance of the Educational Product structured in an e-book format. In the e-book we present proposals for active methodologies supported by digital technologies with a focus on the student's role; in order to provoke reflections on the use of these and suggest digital practices and technologies that can contribute to the teaching-learning process during remote teaching, in order to encourage the search for Integral Human Formation.