Resumo

COSTA, Sirley Terezinha Golemba  e  VOSGERAU, Dilmeire Sant’Anna Ramos. Esperanças, receios, crenças e valores: o que está presente no imaginário do professor quando planeja sua proposta de trabalho integrando as tecnologias?. Rev. Diálogo Educ. [online]. 2010, vol.10, n.31, pp.593-613. ISSN 1981-416X.

The aim of this study is to analyze the hopes, fears, beliefs and values in the imaginary of a teacher when he includes educational technologies in his work proposal. The works of Durand (2001) and Teixeira (2000, 2004) were used as a referential framework, in addition to authors who relate the imagination to technology, such as Felinto (2003) and Barreto (2009). The subjects of the study were education professionals whose qualifications were gained in 2006, 2007 and 2008 as part of the Projeto Cri@tividade (Cre@tivity Project) in partnership with the Municipal Education Secretariat and the PUCPR University. The exploratory study showed that the role of the teacher in the learning of his students through the use of educational technologies in the Projeto Cri@tividade reports is largely responsible for teachers seeking to transform their reality, despite sometimes exaggeratedly claiming that these technologies are actually to blame for many of the problems in the field of education. The difficulties that arise, either in the organization of classes, planning or equipment, are often resolved simply and creatively by the teacher himself. This shows that the belief in technology could be used in the context of qualifying teachers, as an element for reflection by the teacher so that he can recognize his own power and competence through having succeeded in transforming a technology into a learning tool for his students through his planning, creativity and actions.

Palavras-chave : Educational Technologies; Teaching Qualifications; Imaginary.

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