Análise do uso da lousa digital na educação básica do Recife

Abstract

IntroduçãoAs escolas são ambientes de constante adaptação frente ao avanço da globalização, inserindo a tecnologia em seu cotidiano (DE ANDRADE, A. P., 2011). Os alunos adaptam-se às ferramentas mais atuais, e é papel da escola -e do professor -trazer novas ferramentas para dentro da sala de aula, evitando que o conhecimento fique preso a instrumentos tradicionais e proporcionando outros estímulos cognitivos ao aprendizado.A lousa digital insere-se recentemente neste cenário 'hi-tech'. A lousa digital mescla elementos de diversas tecnologias e utilitários típicos da educação, como o computador, a lousa tradicional, o touch -proveniente dos tablets e smartphones -e o projetor de slides. Seu dispositivo é conectado ao computador e sua imagem projetada por um projetor multimídia, sendo manipulada diretamente com o dedo do usuário ou uma caneta especial.Não é de hoje que as instituições educacionais adotam algumas mudanças tecnológicas. Entretanto, o Comitê Gestor da Internet no Brasil divulgou, em 2013, que apenas 12% das escolas brasileiras possuem o computador instalado nas salas de aula (CETIC, 2013). A implementação das novas tecnologias da informação nas instituições educacionais brasileiras ainda é um desafio na atualidade. A escola, além de viver o desafio de adaptar as salas de aula às novas tecnologias, enfrenta o desafio de proporcionar mais engajamento à educação.

The trajectory of design/education at UFPE and the actions of RIDE

“…As a response, we obtained the following diagnoses from the constituent surveys of the Teaching Design II Project (Andrade et al, 2012;Lopes et al, 2012;Lopes 2014;Cadena, 2014;Barbosa, 2015;Bittencourt et al, 2015;Cadena and Coutinho, 2016), and discovered that: a) Teachers display a social disposition 16 towards the field of design, because they recognize design not only in its visual aspects, but also as a creative process; b) There is a need for an approximation to occur between design as knowledge and the teacher, 'in order to seek out an epistemological dialogue so that right from the time of their formation period, teachers may obtain an understanding of themselves as an active subject, as a communicator, developing and expanding graphic and visual thoughts' (Lopes, 2009;p. 42); c) Actions are needed in the school environment to train and monitor schools with regard to technological changes related to communication and information; d) Design contributes to ICT training, since teachers already understand that graphic design is a decisive component in the use of these technologies, and is able to help them understand and manage the appropriate production of visual messages present in educational artifacts; e) Design contents must be incorporated into teacher formation on degree courses, given the success rate of the experiments with MetDInfo (Barbosa, 2015) during the Design for Teachers course developed and taught by Lopes (2014), and the Projected Ideas course that examined the use of digital slide presentations by Cadena (2014).…”

“…We take as examples the investigations conducted by Cadena (2010) and Bittencourt et al (2015), focused on the use of graphic language (GL) on both the board and the digital board. Cadena (op.…”

“…The aim of Bittencourt et al (2015), in turn, was to investigate whether teachers used the same GL and the same functions with both the digital board and the traditional board. The investigation was undertaken in both public and private schools in the city of Recife.…”