Resumo

BARBOSA, Isabel  e  LOUREIRO, Maria João. Potencialidades da disciplina TIC para a mudança de práticas educativas: um estudo de caso no 3º ciclo do ensino básico. Educ. Form. Tecnol. [online]. 2011, vol.04, n.02, pp.04-14. ISSN 1646-933X.

Information and Communication Technologies (ICT) integration in education requires the systematic use of these technologies by teachers and their students. The curricular guidelines for the ICT subject matter, proposed by the CRIE (Computadores, Rede e Internet na Escola), team, in September 2006, point to a reflected and participated construction of interdisciplinary classroom projects, involving teachers of different subject matters. This approach is seen as an important step towards the expected ICT integration in school. Thus, the aim of this study, carried out in 2008/09, was to understand how the ICT subject matter (at the time, one of the subjects of the 9th school year), can contribute to educational change, namely concerning teachers´ educational practices, and to the integrated use of technologies in educational context. The adopted methodology was predominantly qualitative and exploratory, having a case study nature. The study was developed in a school in the Aveiro region and the data gathering techniques included inquiry by questionnaire, documental analysis and direct observation. The results evidenced that the teachers involved in the study were motivated to develop interdisciplinary projects, but disclosed difficulties concerning the integration of ICT in educational context. The main identified barriers include lack of collaborative work, amongst teachers, due to lack of time and lack of ICT skills that hinder the expected ICT integration and changes. Moreover, evidences showed that the interdisciplinary approach, proposed by the curricular guidelines, can promote the integration of ICT in education when grounded in project based curricular methodologies. The approach can potentially induce changes in educational practices, as referred in the literature.

Palavras-chave : Elementary Education; ICT Integration; Educational Practices; Project- Based Learning; Information Society.

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