Novas tecnologias como Práxis Educacional: políticas e desafios

Abstract

Technology has become increasingly present in the various segments of society, including the school environment, although still in a timid way. Thus, digital culture has transformed the world and the way people interact in social relationships. The educational issue, since its beginnings, has been submerged in overcoming daily challenges, related to culture, geographic and social dimensions and the low quality of the Brazilian school infrastructure, especially in the Amazon region. With the use of Information and Communication Technologies (ICT's) in the classroom, chasms were closed and others were opened. In this context, the objective of this study is to understand the implications of the use of new technologies by teachers in the teaching and learning process of students of the Technical Courses of Medium Level in the Integrated Form of the IFAM - Campus Manaus Distrito Industrial, in the city of Manaus / AM. To this end, an exploratory-descriptive study was developed, with a qualitative and quantitative approach, using as a data collection instrument the observation of the daily life of the Campus and online questionnaires answered by students and professors of the Institute, based on bibliographic research, where the results point out that, although they are present in educational institutions, the implementation of ICTs in public schools still faces structural, cultural and technological challenges to be overcome. Public policies in Brazil in the area of digital inclusion, linked to global interests, regarding programs and laws have made progress, although enforcement is in the opposite direction, mainly due to the reduction in investments in Brazilian education in recent years. Thus, it is understood that having a good technological infrastructure is not enough, which is far from being realized in Brazil, as the human factor is the protagonist in the fight for the reduction of technological, educational and social inequalities, considering that, investment in innovation and continuing education of educational actors, may be the path that will allow us to reduce these gaps.