Portifólio de sequências didáticas utilizando as tecnologias digitais

Abstract

One of the hallmarks of the 21st century is, without a doubt, the fact that we live immersed in a digital society. Technologies have brought about changes in all social segments, and challenge learning methodologies. Schools were invented in an industrial era and spent long years using analog technologies. Most teachers graduated from traditional classes and did not use digital technologies. This condition often creates a gap between society and the pedagogical practices carried out at school and constitute a challenge for teachers: innovating teaching practices to build possible learning for digital students. New skills are needed in the knowledge society, such as: communication skills, the ability to learn independently, ethics and responsibility, teamwork and flexibility, critical thinking, digital skills and knowledge management. We highlight digital skills, as most knowledge-based activities depend directly or indirectly on the use of these technologies. This social configuration implies integrating new media into teaching and learning practices permeated by more flexible and contextualized evaluation processes. During the training, five didactic sequences were elaborated that dealt with different themes that make up the learning of elementary school students I. This delimitation was carried out because it is the field of training of the researcher in this study. The sequences were thus titled: together against Dengue, appropriation of the monetary system, memories and itineraries in the EJA, human body in movement and healthy eating. Several resources were used in order to explore the possibilities of an 3.0 education in which the teacher is no longer the holder of knowledge to be a mediator. The didactic sequence “memories and itineraries in EJA” was applied in a public school in the Municipal Teaching Network of Betim. It was gratifying to know the students' stories, their difficulties and, above all, their willpower to overcome challenges. It is beautiful to realize that despite the harshness of life they have not lost the desire to dream and neither to believe in a better world. We hope that this study will awaken in teachers and managers new possibilities about practices with the use of digital technologies in teaching and learning situations.