Portfólio de sequências didáticas utilizando as tecnologias digitais

Abstract

Digital technologies are evident with a profound presence in our daily lives, changing ways of seeing, understanding the world and relating to other people. In the field of Education, they are redefining the teaching-learning process by reframing the roles to be played by the school, the teacher and the student who experiences the non-dependence of the master in the construction of knowledge. The student verifies that he can work and build knowledge without physical limitations of the school and the guidance of the teacher. This work sought to know the reality of students, teachers and the public school, from the introduction or non-introduction of digital technologies in the school routine. Using Didactic Sequences as a problem situation to study school content, Active Methodologies were applied, using the technology available at school. In this way, the objective was to verify the construction of knowledge on school themes and on subjects that were of practical interest to the school community. There is low use of technology at school, including analogue. The low use is not only due to the lack of material availability in the school, but also by the resistance of teaching professionals and management of the establishment to adopt this pedagogical tool. It is clear, then, that the advancement of technology in various fields of everyday life brings many benefits to society. At the same time, however, its effects must be studied. In Education, its use enhances the teaching-learning process. Not using it in public schools can mean an increase in inequality in access to knowledge and, consequently, an increase in social inequality. The pressure falls on the teacher to introduce the tool in teaching and great questioning about the essence of his function, which is the construction of knowledge.