As tecnologias digitais de informação e comunicação no Instituto Federal de Educação, Ciência e Tecnologia de Sergipe - campus São Cristóvão

Abstract

The research entitled as «Digital Technologies of Information and Communication at the Instituto Federal de Sergipe – campus São Cristóvão had the general aim the understanding of the use of digital technologies of information and communication - DTIC (TDIC, in Portuguese) in the teaching and learning process of the Maintenance and Computer Support technical integrated course of the Instituto Federal de Sergipe (IFS) – São Cristóvão campus. It is characterized as a «case study» with a qualitative approach of the descriptive and exploratory kind. To support teaching practice, we based on the concepts of teaching knowledge (TARDIF, 2014) as constitutive elements of this practice. We also support the references for professional and technological education of the federal institutes, Pacheco (2011), Ramos (2007), Meneses Filho and Costa (2017). In addition to theoretical approaches on the use of Digital Information and Communication Technologies, Kenski (2012), Cox (2003), Almeida (2014), Santaella (2003, 2007, 2013), Levy (2010) Lemos (2015), Rudiger 2016), Ferrete (2016). We used questionnaires with students, interviews with teachers and observation in virtual space as instruments for the production of data, in addition to reading the institutional documents guiding educational practice at IFS. The data analysis and interpretation procedure took place from the perspective of content analysis (BARDIN, 2011). Results show that students and teachers have used DTIC for teaching and learning, but still in a timid and poorly articulated way. The greatest difficulties have pointed out by teachers and students indicate the need to improve the institution's infrastructure. Seen only as possibilities, in addition to the experiences reported by teachers in their practices, students and teachers have indicated the DTIC as a way of facilitating learning. We point out the need for continuous actions of teacher training linked to the knowledge and experiences of teachers, as promoted institutionally as through the search for teachers.