Autor: Somos... | Publicado: 2011-12-20T06:22:00-08:00

A tecnologia e o fazer pedagógico&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp; Rosenira&nbsp;&nbsp; Gomes&nbsp;&nbsp; Cardoso&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Vivemos&nbsp; em uma&nbsp; sociedade&nbsp;&nbsp; tecnológica&nbsp; em&nbsp; que&nbsp; em&nbsp; muitas&nbsp; situações&nbsp;&nbsp; do&nbsp; cotidiano, a tecnologia&nbsp; se&nbsp; faz&nbsp; presente&nbsp; e&nbsp; necessária,&nbsp; interferindo&nbsp; na&nbsp; mesma. Neste&nbsp; contexto,&nbsp; a&nbsp; educação,&nbsp; como&nbsp; as&nbsp; demais&nbsp; organizações,&nbsp; está&nbsp; sendo&nbsp; muito&nbsp; pressionada&nbsp; por&nbsp; mudanças&nbsp;&nbsp; necessitando reestruturar-se&nbsp; de&nbsp; forma&nbsp; que&nbsp; consiga&nbsp; integrar&nbsp;&nbsp; escola, comunidade&nbsp;&nbsp;&nbsp;&nbsp;e&nbsp; sociedade&nbsp; num&nbsp; panorama&nbsp;&nbsp; universal.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Não basta colocar computador&nbsp; nas salas&nbsp; de&nbsp; aulas,&nbsp; para&nbsp; inserir&nbsp; a&nbsp; tecnologia nas escolas, isto&nbsp; porque&nbsp; novas formas&nbsp; de&nbsp; ler&nbsp; e&nbsp; escrever estão&nbsp; sendo&nbsp; introduzidas&nbsp; no&nbsp; cotidiano&nbsp; das&nbsp; pessoas,&nbsp; fazendo&nbsp; da&nbsp; escola&nbsp; um&nbsp; lugar&nbsp; especial de&nbsp; ensino&nbsp; e&nbsp; aprendizagem&nbsp; de&nbsp; novos&nbsp; gêneros&nbsp; textuais.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;O&nbsp; fazer&nbsp; pedagógico&nbsp; precisa&nbsp; ser&nbsp; construído&nbsp; e&nbsp; reconstruído continuamente. Esta&nbsp; nova forma&nbsp; de&nbsp; pensar&nbsp; caracteriza-se&nbsp; pela&nbsp; interatividade,&nbsp; possibilitando&nbsp; ema&nbsp; troca&nbsp; virtual&nbsp; com&nbsp; outros&nbsp; indivíduos,&nbsp; criando novos&nbsp; espaços&nbsp; de&nbsp; aprendizagem,&nbsp; fazendo nascer uma&nbsp; Inteligência&nbsp;&nbsp;Coletiva construída&nbsp; principalmente&nbsp; num&nbsp; ambiente&nbsp; de&nbsp; rede&nbsp; pela&nbsp; necessidade&nbsp; que&nbsp; o&nbsp; ser&nbsp;&nbsp; humano tem,&nbsp; através do&nbsp; intercambio,&nbsp; de&nbsp; trocar&nbsp; e&nbsp; construir&nbsp;&nbsp; novos&nbsp; saberes.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; O&nbsp; educador&nbsp; precisa&nbsp; encontrar&nbsp; formas&nbsp; adequadas&nbsp; de&nbsp; integração&nbsp; das variadas&nbsp;&nbsp; tecnologias&nbsp; e&nbsp; dos&nbsp; procedimentos&nbsp; metodológicos, ampliando&nbsp; e dominando&nbsp; as&nbsp; formas&nbsp; de&nbsp; comunicação pessoal&nbsp; e&nbsp; as&nbsp; de&nbsp; comunicação&nbsp; social,&nbsp; diversificando as&nbsp; formas&nbsp; de&nbsp; dar&nbsp; aula, de&nbsp; realizar&nbsp; atividades,&nbsp; de&nbsp; avaliar, integrando&nbsp; as&nbsp; dinâmicas&nbsp; tradicionais&nbsp; com&nbsp; as&nbsp; inovadoras,&nbsp; a&nbsp; escrita&nbsp; com&nbsp; o&nbsp; audiovisual,&nbsp; o&nbsp; encontro&nbsp; do&nbsp; presencial&nbsp; com&nbsp; o&nbsp; virtual.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Segundo (Loos&nbsp; 2004),"mudando-se&nbsp; este&nbsp; fazer&nbsp; pedagógico" através&nbsp; da&nbsp; mudança no&nbsp; laço&nbsp; aluno-professor-conhecimento,&nbsp; o&nbsp; computador,&nbsp; assim&nbsp; como: a&nbsp; televisão,&nbsp; o retro&nbsp; projetor&nbsp; e outros instrumentos&nbsp; atuam&nbsp; como&nbsp; mediador&nbsp; cultural tendo&nbsp; este&nbsp; primeiro,&nbsp; uma&nbsp; maior&nbsp; capacidade&nbsp; interativa que possibilita&nbsp; o&nbsp; aluno&nbsp; recriar,&nbsp; hiperrealizar o&nbsp; mundo,&nbsp; sendo&nbsp; que&nbsp; a&nbsp; utilização&nbsp; adequada&nbsp; e&nbsp;&nbsp; planejada&nbsp; deste&nbsp; diferencial&nbsp; contribui&nbsp;&nbsp;&nbsp; qualitativamente&nbsp; e&nbsp; quantitativamente&nbsp; no&nbsp; processo&nbsp;&nbsp; de&nbsp; ensino&nbsp;&nbsp; aprendizagem.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; O&nbsp; professor&nbsp; detém&nbsp;&nbsp; um&nbsp; lugar&nbsp; de&nbsp; destaque&nbsp;&nbsp; na&nbsp; aprendizagem&nbsp; porque&nbsp; possui&nbsp; uma&nbsp; formação&nbsp; específica&nbsp; sendo&nbsp; legitimado&nbsp; por&nbsp; sua&nbsp; formação&nbsp; acadêmica&nbsp; para&nbsp; trabalhar&nbsp;&nbsp; nessa&nbsp; área. Para&nbsp; que&nbsp; a&nbsp; atuação&nbsp; do&nbsp; professor&nbsp; seja&nbsp; satisfatória,&nbsp; ele&nbsp; necessita&nbsp; estar&nbsp;&nbsp; constantemente&nbsp; se&nbsp; atualizando&nbsp; e&nbsp;&nbsp; estudando&nbsp;&nbsp; sempre.&nbsp; Segundo&nbsp;&nbsp;(Demo&nbsp; 1998), o&nbsp; professor deve&nbsp; ser&nbsp; um&nbsp; pesquisador,&nbsp; assumindo um&nbsp; compromisso com&nbsp; o&nbsp; questionamento&nbsp;&nbsp; reconstrutivo&nbsp; a&nbsp;&nbsp; fim&nbsp; de&nbsp; ultrapassar&nbsp; a&nbsp; simples&nbsp;&nbsp; socialização&nbsp; do&nbsp; conhecimento. Para&nbsp; tanto,&nbsp; é&nbsp; fundamental a consciência&nbsp; crítica,&nbsp; o&nbsp;&nbsp; questionamento&nbsp; para&nbsp; a construção&nbsp; ou&nbsp;&nbsp; para&nbsp;&nbsp; a&nbsp; realização&nbsp; de&nbsp; intervenção&nbsp; alternativa.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Sendo&nbsp;&nbsp; a&nbsp;&nbsp; escola&nbsp;&nbsp; o&nbsp;&nbsp; espaço&nbsp; que&nbsp; trabalha&nbsp; com&nbsp; o&nbsp; conhecimento&nbsp; sistematizado&nbsp; pelos&nbsp; homens,&nbsp; o&nbsp;&nbsp; qual&nbsp; foi&nbsp; gerado&nbsp; com&nbsp; base&nbsp; em&nbsp; diferentes&nbsp; informações,&nbsp; esse&nbsp; conhecimento, fruto&nbsp; de&nbsp; experimentos, estudos, pesquisas em&nbsp; variadas&nbsp;&nbsp; fontes inclusive&nbsp; a&nbsp; digital,&nbsp;&nbsp; gera&nbsp; novas&nbsp; informações.&nbsp; O&nbsp; professor&nbsp; no&nbsp; espaço&nbsp; da&nbsp; escola,&nbsp; faz&nbsp; a&nbsp; mediação&nbsp; do&nbsp; processo,&nbsp; possibilitando&nbsp; que&nbsp; o&nbsp; conhecimento&nbsp; sistematizado&nbsp; seja&nbsp; transformado em saber&nbsp; escolar.
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Assim,&nbsp; em&nbsp; parceria&nbsp; professores&nbsp; e&nbsp; alunos&nbsp; precisam&nbsp; buscar&nbsp; um&nbsp; processo&nbsp; de&nbsp; auto-organização&nbsp; para&nbsp; produzir&nbsp; conhecimento&nbsp; significativo&nbsp; e&nbsp;&nbsp; relevante, relata&nbsp; (Behrens,2000 ).
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; No&nbsp; entanto,&nbsp; a&nbsp; adesão&nbsp;&nbsp;`a&nbsp; novas&nbsp; tecnologias&nbsp;&nbsp; em&nbsp; educação bem&nbsp; como&nbsp; a&nbsp; construção&nbsp; de&nbsp; um&nbsp; novo&nbsp;&nbsp; fazer&nbsp; pedagógico&nbsp; devem&nbsp;&nbsp; fazer&nbsp; parte&nbsp; da&nbsp; formação&nbsp; profissional,&nbsp; das&nbsp; práticas&nbsp;&nbsp; pedagógicas&nbsp; dos&nbsp; grandes&nbsp; profissionais&nbsp; da&nbsp; educação.

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