Os benefícios das mídias digitais para a pesquisa em sala de aula

Abstract

O presente trabalho aborda as mídias digitais e a pesquisa dentro do ambiente escolar, em uma escola localizada no Vale do Caí (RS), e o modo como estão contribuindo na evolução dos alunos. A metodologia é de cunho bibliográfico e de estudo de caso, com abordagem qualitativa. Tem por objetivo elencar os benefícios da utilização das mídias digitais em pesquisas realizadas pelos alunos do sétimo ano da respectiva escola, bem como observar e analisar o uso dessas mídias e seus benefícios para a pesquisa escolar. Para tanto, a análise dos dados foi realizada partindo das contribuições e atividades realizadas pelos alunos participantes da pesquisa, sob o ponto de vista dos seus respectivos professores. Desta maneira, a antropologia imersa na pesquisa, exerce um método diversificado e de inserção na escola em questão. Essas informações levaram à conclusão de que as mídias digitais aliadas à pesquisa escolar, contribuem muito na formação dos discentes, desenvolvendo autonomia e criticidade na busca de seus conhecimentos.

The present work deals with the subjects related to resource rooms for students with high abilities and giftedness, as well as the role of the teacher in this trajectory. The technological sciences are entering our society in a generalized way, not being a recent reality for the students who were born in the digital era, and for the teachers, this innovation is challenging. It is notorious that most teachers are resistant to new working methodologies, even schools being supported by equipment (digital media). The methodology of work is bibliographic and case study, with a qualitative approach. Its main objective is to promote the training of teachers who attend students with intellectual deficits in multifunctional resource rooms, and for the use of educational software. Its specific objectives are to reflect on the continuing formation of teachers, as well as their mobilization in the construction of didactic projects and to seek guidelines for the construction of a didactic-pedagogical unit, in order to carry out the training of the teachers who attend the students with high skills and giftedness. The results were possible thanks to the participation of the teachers. This led to the conclusion that even with rooms equipped, there is still much to be done, given the resistance of most teachers, who do not dominate ICTs and thus choose not to use them. In view of this, a greater appropriation of the technologies in the execution of activities in the classroom and resource rooms is necessary, so that they are productive and more efficient. Continuing education is one of the essential elements for the development of such skills by teachers.