WEB OF KNOWLEDGE - 2018, with Paulo Vieira and Geane Carneiro

1. ÉVORA UNIVERSITY, PT
WEB OF KNOWLEDGE - 2018
DIGITAL TECHNOLOGIES OF INFORMATION AND
COMMUNICATION:
CULTURALISM, LITERACY, AND EMPOWERMENT IN
PEDAGOGICAL PRACTICES AND IN THE TRAINING OF
TEACHERS OF ELEMENTARY EDUCATION
Prof.ª Ms. Geane Carneiro – Unifesp/RME-SP, Brazil
Prof. Ms. Paulo Vieira – Unifesp/RME-SP, Brazil
Prof.ª Dra. Lucila Pesce – Unifesp, Brazil

2. The researchers
Geane Carneiro
Master's degree in education (Federal University of São Paulo,
Brazil), Director - elementary school (São Paulo, Brazil),
member of LEC research group.
Paulo Vieira
Master's degree in education (Federal University of São Paulo,
Brazil), Pedagogical Coordinator - elementary school (São
Paulo, Brazil), member of LEC research group.
Lucila Pesce (and presenter)
PhD in Education, Professor in the Department of Education
(Federal University of São Paulo, Brazil), researcher at CNPq,
coordinator of research’s group LEC: Language, Education and
Cyberculture.

3. The Paper
Shows 2 researchers
about teachers’ training
to the pedagogical use
of Digital Technologies
of Information and
Communication (DTIC),
in a socio-historical
perspective of
education.

4. Corpus
QUALITATIVE APPROACH
1ST – INITIAL FORMATION
Federal Public University of São Paulo (Brazil) Pedagogy.
2ND – CONTINUOUS FORMATION
Public elementary school - São Paulo (Brazil).

5. DTIC in School: Empowerment, Culturalist Approach
Language: Dialogism, Literacy, Multiliteracies
Teachers' Training: Initial, Continuous
CONCEPTUAL FIELDS

6. Literature’s
Review
SciELO
IBICT
BDTD
Capes/MEC ANPED

7. 1st Research - Corpus
Investigates the teacher re-signification,
regarding to the pedagogical use of DTIC,
in the course of Pedagogy at Unifesp.
It was based on the socio-historical
perspective in education and in the
process of digital literacy.

8. 1st Research - Theoretical Frame
Conceptual Field Authors
Teachers’ Training
Ball (2011); Freire (1970, 1986, 2003); Frigotto
(1996,1998); Gatti (2009,2011); Giroux (1997);
Nóvoa (1999); Kincheloe (1997); Tardiff, Raymond
(2000); Tardiff, Lessard (2005).
Use of DTIC in school
Valente (2002); Valente. Almeida (2012); Pesce
(2007,2010,2013,2014); Silva (2002); Bruno, Pesce
(2012).
Language
Rojo (2009); Rojo, Moura (2012); Rojo, Barbosa
(2015); Santaella (2004); Freitas (1995,2005);
Soares (2001,2002); Oliveira (1995); Pesce
(2007,2010,2013,2014); Vygotsky (1087, 1994,
2012).
Dialogism
Bakhtin (2009, 2011); Brait (2005), Rojo (2009);
Rojo, Moura (2012); Rojo, Barbosa (2015); Pesce
(2007, 2010, 2013, 2014).
Literacy and Multiliteracies
Soares(2001, 2002); Rojo (2009); Rojo, Moura
(2012); Rojo, Barbosa (2015).

9. 1st Research - Methodology
• Qualitative Research in Education (BOGDAN, 1994)
Approach of
Research
• Educational Case Study (BOGDAN, 1994)
Kind of
Research
• Official Documents in the course of Pedagogy –
Pedagogic Project, Programs of the disciplines;
• Semi Structured Interview.
Production’s
Data
• Documental Analysis (LAVILLE & DIONNE, 1999)
• Thematic content analysis (LAVILLE & DIONNE,
1999) – professors' statements
Analysis's
Data

10. 1st Research - Analysis’s Categories
CREATION OF
KNOWLEDGE
DEEPENING
KNOWLEDGE
TECHNOLOGIC
AL LITERACY

11. 1st Research - Research’s Results
Analysis’s Categories
Analysis’s Categories
(UNESCO, 2008)
Conceptual descriptors
(theoretical framework)
Technological literacy
Instrumental perspective in the use of DTIC in diferent situations in a
autonomous way.
Deepening Knowledge
Identification, integration, mobilization and relation of different areas of
knowledge in the construction and deepening of new knowledge through
the pedagogical use of technology. Constructivist perspective of the use
of DTIC, by the teacher, in an autonomous way.
Creation of Knowledge
Application of the knowledge built through the pedagogical use of
the DTIC to create new knowledge and innovations, technological,
pedagogical and cultural. Use of DTIC as a cultural artifact.
Source: prepared by the researchers
Standards of Competence in ICT for Teachers, 1st. version UNESCO / 2008.

12. 1st Research - Research’s Results
Discipline
Analysis’s Content
Technological literacy Deepening Knowledge Creation of
Knowledge
1. Technologies, Communication and Education - X X
2. Theoretical and Practical Foundations of the
Teaching of Natural Sciences I
X - -
3. Theoretical and Practical Foundations of the
Teaching of Mathematics II X - -
4. Theoretical and Practical Foundations of Science
Teaching in Early Childhood Education and in the
Early Years of Elementary Education
- X -
5. Learning through Collaborative Projects
- X X
6. Digital Inclusion Policies in Basic Education and in
Teacher Training X X X
7. Music and Technology II - Implementation of
proposals using musical educational softwares in
curricular and extracurricular spaces X X X
Source: prepared by the researchers

13. 1st Research - Research’s Results
Professor
Technological literacy Deepening Knowledge Creation of
Knowledge
Challenges in the
use of DTIC
1 1 4 0 0
2 0 2 3 0
3 1 4 5 0
4 3 2 4 2
5 11 4 0 2
6 2 2 0 0
7 0 6 0 0
8 4 5 2 0
Coord. 0 0 0 8
Total Recurrences 22 29 14 12
Professors' statements
Source: prepared by the researchers

14. 1st Research - Research’s Results
Trend of use and reflection of DTIC in education, closer to the
constructionist approach (VALENTE, 2002).
The culturalist approach (BONILLA e PRETTO, 2015) is showed
in half of professor’s statements.
The 3 disciplines that fully contemplate the constructivist and
culturalist perspectives of the use of DTIC in education are
elective.
The pedagogical use of DTIC should not be restricted to the
didactic competence of the teachers, but should be included as
an integral part of their educational political role.

15. 2nd Research - Corpus
Investigates the continuous teacher
training in service, related to the use of
the DTIC in the elementary school, in a
process of empowerment (in a Freirean
sense) of teachers and students.

16. 2nd Research - Theoretical Frame
Conceptual Field Authors
Teacher’s training
LDB/1996; Brzezinski, 2001; Collares et al
(1999); Gatti et al (2009, 2011); Nóvoa
(1999); Davis (2011)
Use of DTIC in school
Proinfo (1997); Levy (1997; 1999); Lemos
(2015); Serres (2013); UNESCO (2008);
Valente (2002); Belloni e Gomes (2008).
Language
Bruno, Pesce (2012); Freire (1970, 1986,
2003); Pesce (2007, 2010, 2013, 2014).
Dialogism
Bakhtin (2009, 2011); Freitas (2005); Pesce
(2007, 2010, 2013, 2014).

17. 2nd Research - Methodology
• Qualitative Research in Education
(BOGDAN, 1994)
Approach of
Research
• Educational Case Study
(BOGDAN, 1994)
Kind of
Research
• Documents: Pedagogic Project; Training course
records
• Questionnaires (beginning / end); Semi Structured
Interview
Production’s
Data
• Documental Analysis (LAVILLE & DIONNE, 1999)
• Thematic content analysis (LAVILLE & DIONNE,
1999) – teachers' statements
Analysis's
Data

18. 2nd Research - Analysis’s Categories
USE OF DTIC IN
PEDAGOGICAL
PRACTICE
COLLABORATIVE
PRACTICES
VALORIZATION
OF COLLECTIVE
TIMETABLE

19. 2nd Research - Research’s Results
Analysis’s Categories
PPP Difficulties:
Use of TDIC, as pedagogical instruments related to the POIE teacher.
Despite planning moments, this has not yet been consolidated in the group, as
confirmed in data.
Teachers' Collective
Training
Advances:
The group values ​​this training space as a moment of interaction, of exchanges of
experiences, of discussions and of reflections on the pedagogical practice.
Difficulties:
The collective work schedule is not yet designed as time for collective planning.
Use of DTIC in
Pedagogical Practice
Advances: from the course, almost everyone can see and deal with DTIC.
Difficulties: infrastructure; time for planning; fear of not being able to mount a certain
device.
Collaborative Practices
Advances:
They took effect in the great projects of the school.
The group sought strategies to work in partnership with POIE.
Difficulties:
There is no time for proper planning.

20. 2nd Research - Research’s Results
The course promoted critical reflection and confrontation with what they
already knew and did with technologies, in their social practices.
Knowing and experiencing what exists in school was a differential for the
group and contributed to overcoming the fears of the group.
It has been extended the understanding that the POIE as a professional
collaborator, who can and should contribute to the formation of the group,
as well as present and study together with the teachers the educational
technologies available in the Network.
The integration of DTIC took place in the didactic sequences linked to the
school's major projects and / or the individual projects of each teacher.

21. 2nd Research - Research’s Results
The demands for the school absorb the pedagogical time of the teacher and
the use of the TDIC ends up being secondary. Therefore, almost all the
testimonies request the continuity of the training with this approach.
There was mobilization from the course and the process of empowerment of
these teachers begins to provoke changes in teaching practice.
The course contributed, so that teachers assign another role to the
Computer Laboratory and POIE, re-signifying their pedagogical practices,
based on the educational use of TDIC and collaborative work.
The course, as a Collaborative Work in an Authorial Perspective, brings a
differentiated movement to the school, constituting a space for expansion of
the uses of the TDIC for the production of knowledge, including and mainly
by the students.

22. Conclusions - Both Researches
• Of the use of DTIC in education, in
Brazil;
• Of the public policies adopted in this
country related to the use of DTIC.
Bring a
brief
overview
• That, besides training, problems
with infrastructure (Internet
connection, software, equipment’s and
so on) as an important variable to
achieve changes in teaching praxis.
Evidence

23. The importance of continuous formation, facing about everything the fragilities of
initial formation to the pedagogical use of DTIC
Empowerment is a latent process for some teachers, while for others it appears in
a digital literacy perspective.
Although teachers use technologies in their daily lives, pedagogical transposition
demands continuous training.
To offer to the students a full experience in the cyberculture, it is very important
to develop teacher’s training in terms of pedagogical and social use of DTIC, in a
cultural perspective, both in the initial and in continuing training.
There is a great resistance, by some teachers, regarding to the use of DTIC, either
because of ignorance or fear.
Conclusions - Both Researches

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25. THANK YOU
Profa. Dra. Lucila Pesce - presenter
Unifesp, Brazil
lucilapesce@gmail.com