O uso aplicável das tecnologias na construção de sequências didáticas.

Abstract

Digital technologies are massively present in the daily life of society, and in the school environment, however, this logic is changing so fast every day. Proposing the use of digital technological tools in the teaching process and in a progressive way is one of the greatest challenges of the teacher born in the 20th century. The traditionalism that has prevailed for so long in the school environment is gradually going through a gradual opening process due to the need to adapt to the new pedagogical practices of the 21st century and the effervescent ability of young people to handle their technological apparatuses too much in the classroom. Driven by the insertion of digital technologies, this work is collaborating with the role of the teacher in this moment of transition from traditionalism to the insertion of new practices, and has as its object of research the production of didactic sequences that aim at the use of free digital technological tools available and that make possible an improvement both in the process of teaching learning and in the use of time/class. Using various digital technological resources, such as; presentation of more dynamic and interactive slides (Prezi, Powtoon), video sharing channels (Youtube) Internet access, gambling and real-time feedback (Kahoot, Mentimenter), applications for smartphones or computers in the school's computer lab (Valiants Hearts: the great war), all the necessary resources go in search of the development of a good didactic sequence aimed at the student of the XXI century and acting in accordance with the reality of the Brazilian elementary school and its limitations. Above all, aiming also at the dual student/teacher of how much it is necessary to know how to use technologies in a conscious way and understand the countless possibilities that new pedagogical practices can impact on the search for knowledge, we will also establish a link with educational traditionalism and the new role of the current student who is the builder of his own knowledge and thus having the technological tools as opportunities for this empowerment. It is hoped that through this, both students and teachers can engage in a movement of free awareness of how technology comes to collaborate with society as a whole, and building on the educational environment the possibility of emerging new possibilities for improvement in education in our country.