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Advisor(s)
Abstract(s)
Resumo
Na escola, as Tecnologias de Informação e Comunicação (TIC) favorecem a
introdução de metodologias activas e participativas em que, professor-alunos
colaboram na organização das actividades da aula e na construção do saber. Estes
poderosos meios facilitam a explicação, ilustração e simulação de fenómenos em
estudo, a compreensão, memorização e retenção desses fenómenos, o acesso a uma
grande quantidade de informação, bem como a comunicação entre
professores/alunos.
O trabalho de investigação pretende apurar a realidade actual entre as práticas
correntes da leccionação da disciplina de Educação Visual e Tecnológica (EVT) e o
uso que é, correntemente, dado à imagem como veículo pedagógico agilizado pelo
recurso às TIC.
O estudo teórico incidirá sobre: a origem e organização curricular da disciplina
de EVT; o uso das TIC como recurso educativo no processo de ensino/aprendizagem
no contexto da disciplina; as TIC ao serviço do ensino, o aperfeiçoamento profissional
dos professores, a sua função e a da disciplina de EVT, face às mesmas; o acesso à
imagem como meio de adquirir conhecimento.
No estudo empírico, a recolha de dados é feita através de Inquérito por
Questionário a uma amostra de 27 professores de EVT das Escolas do 2º Ciclo do
Ensino Básico do Concelho de Viseu. O tratamento, análise e interpretação dos dados,
referente às questões fechadas, são efectuados por meio da estatística descritiva e da
estatística inferencial. As questões abertas são sujeitas a uma análise qualitativa de
conteúdo.
A análise dos dados permite inferir que, a grande maioria dos professores
considera ser insuficiente a formação inicial na área das TIC. Para ultrapassarem as
dificuldades na utilização destas, nas práticas educativas, os professores estão
conscientes que, numa Sociedade da Informação e Comunicação em constante
mutação e, sendo estes os actores principais do processo ensino/aprendizagem, não
podem, de forma alguma, fazer parte dos que se designam por info-excluídos, e que
lhes deve ser proporcionada, ao longo da vida, formação técnica e pedagógica para
utilização das TIC, nomeadamente nos “Quadros interactivos”, “Computador” e
“Internet”.
Já que a maioria dos professores possuidora de muita experiência profissional,
está predisposta a utilizar as TIC, urge, também, dinamizar e disponibilizar nas
escolas, equipamentos adequados e software de qualidade já correntes na sociedade.
Só assim, se conseguirá motivar os alunos e melhorar a eficiência do ensino, e fazer
com que a imagem, através das TIC, seja valorizada, nas aulas de EVT.
Abstract At school, Information and Communication Technologies (ICT) favour the introduction of active and participative methodologies, in which both the professor as well as the students can collaborate in the organisation of the classes‟ activities and the building of knowledge itself. These powerful means facilitate the explanation, illustration and simulation of the phenomena at study, the comprehension, memorizing and retention of said phenomena, the access to a much greater quantity of information, as well as the communication between the teacher and its students. This research aims to analyse the actual reality among current teaching methods in the subject of Visual and Technological Education (VTE) and the use that is currently given to the image as a pedagogical vehicle, aided by the resource to the ICT‟s. This theoretical study will concentrate in: the origin and curricular organisation of this subject; the use of ICT‟s as an educational resource in the process of teaching/learning in the context of said subject; ICT‟s at the disposal of the teaching system; the professional upgrading of teachers, as well as their function and VTE‟s‟, regarding ICT‟s; the access to image as a means of acquiring knowledge. In the empirical study, the collecting of data is made through Inquiries and Questionnaires, to a sample of 27 teachers of VTE from the schools of the 2º Cycle of the Basic Teaching in the County of Viseu. The treatment, analysis and interpretation of said data regarding closed questions is made through a means of descriptive statistics as well as inferential statistics. Open questions are subjected to a qualitative analysis of their content. The analysis of said data allows us to infer that the vast majority of teachers consider their initial training and formation in the area of ICT‟s to be insufficient. To overcome their difficulties, teachers are aware that, in a society of constant Information and Communication mutation, and being the main performers in the process of teaching and forming, they cannot, at all, be a part of the said „‟info-excluded‟‟ and feel that they should be provided technical and pedagogical formation and training throughout life, so that it allows them to maximize their results with many tools, such as „‟Interactive Boards‟‟, „‟Computer‟‟ and the „‟Internet‟‟. Given that the vast majority of teachers who possess vast professional experience is willing to use the ICT‟s, it is high time we made available and boosted the use of appropriate equipment and quality software, which are utterly common in today‟s society. Only by doing that can we motivate students, improve the efficiency of our teaching system and uphold the value of the image in VTE classes.
Abstract At school, Information and Communication Technologies (ICT) favour the introduction of active and participative methodologies, in which both the professor as well as the students can collaborate in the organisation of the classes‟ activities and the building of knowledge itself. These powerful means facilitate the explanation, illustration and simulation of the phenomena at study, the comprehension, memorizing and retention of said phenomena, the access to a much greater quantity of information, as well as the communication between the teacher and its students. This research aims to analyse the actual reality among current teaching methods in the subject of Visual and Technological Education (VTE) and the use that is currently given to the image as a pedagogical vehicle, aided by the resource to the ICT‟s. This theoretical study will concentrate in: the origin and curricular organisation of this subject; the use of ICT‟s as an educational resource in the process of teaching/learning in the context of said subject; ICT‟s at the disposal of the teaching system; the professional upgrading of teachers, as well as their function and VTE‟s‟, regarding ICT‟s; the access to image as a means of acquiring knowledge. In the empirical study, the collecting of data is made through Inquiries and Questionnaires, to a sample of 27 teachers of VTE from the schools of the 2º Cycle of the Basic Teaching in the County of Viseu. The treatment, analysis and interpretation of said data regarding closed questions is made through a means of descriptive statistics as well as inferential statistics. Open questions are subjected to a qualitative analysis of their content. The analysis of said data allows us to infer that the vast majority of teachers consider their initial training and formation in the area of ICT‟s to be insufficient. To overcome their difficulties, teachers are aware that, in a society of constant Information and Communication mutation, and being the main performers in the process of teaching and forming, they cannot, at all, be a part of the said „‟info-excluded‟‟ and feel that they should be provided technical and pedagogical formation and training throughout life, so that it allows them to maximize their results with many tools, such as „‟Interactive Boards‟‟, „‟Computer‟‟ and the „‟Internet‟‟. Given that the vast majority of teachers who possess vast professional experience is willing to use the ICT‟s, it is high time we made available and boosted the use of appropriate equipment and quality software, which are utterly common in today‟s society. Only by doing that can we motivate students, improve the efficiency of our teaching system and uphold the value of the image in VTE classes.
Description
Keywords
Imagem Tecnologias de Informação e Comunicação (TIC) Professor Ensino/Aprendizagem Formação
Citation
Publisher
Instituto Politécnico de Viseu. Escola Superior de Educação de Viseu