Planejamento didático e desenvolvimento de práticas inseridas na cultura digital

Abstract

The general objective of this work is to analyze how the didactic planning has been carried out by the teachers and to contribute to the development of pedagogical actions and practices through activities and initiatives inserted in the digital culture, from the understanding of the reality of the school. We point to a research gap produced in the last eight years (2010-2018) on the topic of planning in the educational field and emphasize that the act of planning is fundamental for the accomplishment of educational activities and important for the development of the professional activity of the teachers. The investigative path is guided by the problematization: what are the positive aspects and difficulties encountered by teachers when including information and communication technologies in their didactic planning? The research has a qualitative character and is structured by action research. To reach the proposed objectives, the data collected from the focus group, composed of eight teachers from a private school in the interior of São Paulo, were adopted as methodological procedures. At the focus group meetings, the design thinking approach was used, to create an integration process aimed at solving the questions, through collective actions between the researcher and the research participants. The analysis of the data brought up aspects such as the lack of training and insecurity of the teachers when including the digital technologies in their professional practice and the importance of the teaching protagonism on the didactic planning. The subjects' discourse was subjected to lexical analysis through software called Iramuteq. Research has shown that teachers participating in the study still feel unprepared to include digital technologies in their practice because for them, there is a gap in teacher training that makes it difficult to use digital technology resources in an educational way. Even with the allegations of fear, insecurity, and lack of specific training, participating teachers have created and developed activities within the digital culture. The results also showed that the interaction and activities developed in the focus groups helped teachers to face the challenges acting as protagonists of their professional practice, leading them to rethink the planning of their classes, their didactic actions and the importance of developing professional teacher.