Digital technologies: policies of continuous training offered by CEFAPRO to the professors of the unit for science teaching
This article aims to contribute to the understanding of the policies of continuous training for the use of digital technologies (TD), offered to teachers of the unidentified, by the Center for Training and Updating Basic Education Professionals (CEFAPRO), Mato Grosso State . The work has a qualitati...
| Principais autores: | da Silva, Juciley Benedita, Souto, Daise Lago Pereira |
|---|---|
| Formato: | Artigo |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná (UTFPR)
2019
|
| Acesso em linha: |
http://periodicos.utfpr.edu.br/actio/article/view/7718 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: |
This article aims to contribute to the understanding of the policies of continuous training for the use of digital technologies (TD), offered to teachers of the unidentified, by the Center for Training and Updating Basic Education Professionals (CEFAPRO), Mato Grosso State . The work has a qualitative nature and makes use of documentary analysis to complement the documentary data, there were open interviews with teacher trainers and managers who work or acted in the CEFAPRO, characterizing itself as a case study. In order to do so, public documents were consulted on the Official Press Website of Mato Grosso State (IOMAT), on the blogs of CEFAPRO and the Coordination of Training in Educational Technology (CFTE) and website of the State Secretariat of Education, Sports and Leisure of Mato Grosso (SEDUC-MT). It was verified that the training for the pedagogical use of digital technologies in the teaching and learning processes in the state of Mato Grosso was an initiative of the federal government in partnership with the states and municipalities of the federation. The training courses were offered by CEFAPRO, in the blended model, addressing general topics of teaching and computing without considering teachers of any school stage or area of knowledge. The courses were part of the National Program of Educational Technology - PROINFO Integrated, which were Introduction to Digital Education, Technology in Education: teaching and learning with ICT and Project Elaboration. Through the interviews, we find that the CEFAPRO only act in the execution of PROINFO, and did not offer any training, of its authorship, for the use of digital technologies in science teaching that would attend the single-teachers. |
|---|