UM OLHAR INVESTIGATIVO SOBRE A RELAÇÃO ENTRE AS POLÍTICAS PÚBLICAS EDUCACIONAIS, AS TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO E A FORMAÇÃO CONTINUADA DE DOCENTES DO ENSINO MÉDIO

Abstract

This research aimed to investigate the relationship between public educational policies and the theoretical assumptions required for continuing education of Secondary teachers in their educational activity using of Information and Communication Technology (ICT). The problem emphasizes the importance of coherence between educational policy, continuing education areas and the use of Information and Communication Technology (ICT); thus raises the question: educational policies of continuing education are sufficient to ensure the training of teachers in ownership perspective not only technical but also conceptual, cultural and pedagogical in using Information and Communication Technology? The methodological base used was qualitative research conducted by literature review about the historicity of high school, the development of recent continuing teacher training educational policy and use of technology. The field search occurred between the months of July and August 2015, in a public state school, located in Curitiba (PR). The investigated subjects were high school teachers. The study covered two stages. The first one was characterized by participant observation of teaching practice in the classroom using Field Journal as a research tool in order to register the teacher´s pedagogical activities in their understanding and use of technology. The second step was specified by semi-structured interviews applied to teachers in individual basis. The results analysis used the Content Analysis technique based in Laurence Bardin. The obtained result highlighted that educational policies regarding the technologies in school are being implemented by sending equipment, devices and conducting continued training courses to teachers. However, there are still contradictions as mismatch between the shipping materials and the pedagogical viability due to the absence of equipment periodic maintenance and minimum teachers' actions in the use of technologies (ICT). It indicates the need of constant reflective processes and the actions that best articulate the promotion of actions that best articulate the educational public policies, ICT and continuing education of high school teachers paying attention to specific cares that result from emerging community and social realities of which the school belongs.