Prática pedagógica mediada por tecnologias digitais de informação e comunicação (TIDCS): um relato de experiência do uso das TIDCs em aulas remotas em uma turma de 5º ano do ensino fundamental

Abstract

Teacher training in Brazil took place at a slow pace and for many years teaching was carried out by liberal professionals without the proper didactic and methodological preparation for teaching. The first schools for initial teacher training were the Normal Schools, which prepared secondary-level teachers to work in primary education. Teacher training at a higher level already occurred after the proclamation of the republic. On the other hand, continuing education, which aims at constant updating and improvement of the teacher for a better didactic performance in the pedagogical work, becomes an efficient mechanism to motivate the application, in the classroom, of practices that involve the use of digital technologies from the information and communication. With all the advances in these technologies, the creation of new tools and the optimization of existing ones, our students are increasingly arriving at schools as consumers and users of these tools. It is from this interest of students in these digital technologies that teachers are increasingly exploring these possibilities with the aim of streamlining their classes and maintaining student engagement in carrying out activities, developing new projects and in times of verification of learnings. The arrival of Web 2.0 changed the relationship between users and the Internet. The so-called Social Web revolutionizes by offering interactivity through its tools. The use of digital technologies in the classroom removes the student from being a passive agent in the learning process, making him responsible for his development. This approach favors the protagonism of students and places the teacher as a mediator of learning and no longer as a holder of knowledge.