PESQUISA: INCLUSÃO DIGITAL NAS ESCOLAS PÚBLICAS
Autor: Nikaela | Publicado: 2012-04-04T11:43:00-07:00


INCLUSÃO DIGITAL NAS ESCOLAS PÚBLICAS
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O tema em questão é a Inclusão digital nas escolas públicas. Tomei este tema por presenciar dificuldades, por parte dos professores, em reservar a sala de tecnologia, onde contém inúmeros equipamentos de mídias como computadores, data show, TV e DVD, e também por infelizmente observar que nem todos os professores desfrutavam deste espaço e dos equipamentos disponíveis, já que hoje em dia a tecnologia vem somar com todos com conhecimentos que adquirimos, traz resultados benéficos e enriquece qualquer aula, desde que seja bem planejada e executada com esmero.Nesta pesquisa, quero analisar por que muitos apresentam uma certa resistência quanto às novas tecnologias e não utilizam o laboratório de informática.


1.1 Local do estudo
A pesquisa foi feita nas escolas públicas de Joinville, o município brasileiro do estado de Santa Catarina mais populoso. De acordo com dados levantados, a cidade possui um dos mais altos índices de desenvolvimento humano (IDH) entre os municípios brasileiros e, é o 3º maior polo industrial do sul do Brasil. Joinville orgulha-se de ter a melhor educação pública de Santa Catarina, reconhecida pelo MEC. As escolas, no geral, possuem boa infraestrutura. A cidade conta com 92 escolas estaduais, somando mais de 51mil alunos, desde a Educação Infantil até a Educação de Jovens e Adultos. Na rede municipal, há 158 escolas, totalizando mais de 58 mil alunos, sendo eles da Educação Infantil, Ensino fundamental e Educação de Jovens e Adultos. As escolas contam com laboratórios de informática, possuindo na sua grande maioria, mais de 10 computadores, periféricos e impressoras, além de possuírem equipamentos de mídias, como data show, TV e DVD.
1.2 Sujeitos envolvidos
Participaram da pesquisa professores de algumas escolas estaduais e municipais da cidade de Joinville, SC, de diferentes disciplinas, para que possamos compreender em cada pergunta respondida pelo docente na pesquisa levantada, o motivo da resistência ao uso das mídias e o que cada docente entende por inclusão digital, além da participação dos diretores em autorizar a realização da pesquisa no ambiente escolar.
1.3 Desenvolvimento da prática
O trabalho busca compreender o uso das mídias e a inclusão digital nas escolas públicas através de pesquisa. Esta foi digitada e impressa através de uso de Computador, software e impressora. Em Seguida, a pesquisa foi aplicada com professores, de diferentes disciplinas, de algumas escolas estaduais e municipais.Com a pesquisa concluída, os dados foram passados a um software, onde, com a construção de gráficos, é possível visualizar a frequência do uso da sala informatizada e outros dados relevantes.
1.4 Coleta de dados
Os dados foram coletados a partir de questionários com perguntas, que foram elaborados e realizados em forma de entrevista com alguns docentes, onde podemos entender se há e o motivo de resistência quanto ao uso das mídias.
1.5 Análise de dados
A análise dos dados foi feita com relação ao questionário atribuído a cada docente. 
1.6 Aspectos éticos
Para o desenvolvimento da pesquisa, foram envolvidos professores das escolas públicas de Joinville, SC. Para isso, foi solicitada autorização dos mesmos para que possam responder ao levantamento da pesquisa e também autorizações para uso dos dados coletados, além da autorização do diretor da escola onde o professor trabalha.




2.&nbsp;&nbsp;&nbsp; RESULTADOS DA PESQUISA
Apresento abaixo os gráficos da pesquisa realizada com professores de escolas Estaduais e Municipais da cidade de Joinville/SC. Em seguida serão discutidas as principais observações feitas a partir dos resultados da pesquisa.
2.1 Análise dos dados coletados nos questionários dos professores da rede pública de ensino:
O questionário foi aplicado aos professores da rede pública ensino de Joinville/SC de várias disciplinas e buscou analisar “Porque muitos têm certa resistência quanto às novas tecnologias e não utilizam o laboratório de informática?”.Em grande parte das escolas há um calendário de organização onde deve ser preenchido com os horários, datas e turmas que o professor irá trabalhar com os recursos tecnológicos. Enquanto professora, frequentemente presencio professores que não utilizam esses recursos. Alguns alegam que é difícil conseguir horário para usar a sala onde estão as mídias, pois há muitos professores aproveitam essa ferramenta para enriquecer suas aulas. Por outro lado, alguns professores não utilizam por não saber manusear os equipamentos e não estar capacitado a utilizar os mesmos, e então acabam adquirindo certa resistência ao uso das mídias tecnológicas.Na pesquisa realizada, 5 docentes são de escolas estaduais e 5 docentes de escolas municipais de Joinville/SC. Conforme mostra a figura 1, abaixo:
Figura 1Fonte: Questionário aplicado aos docentes
Quando perguntados sobre a frequência com que utilizam a internet, grande parte dos docentes responderam que utilizam “sempre” a internet, 3 responderam “as vezes” e 1 disse que utiliza “raramente”. Conforme mostra a figura 2, abaixo:<shape id="_x0000_s1027" o:gfxdata="UEsDBBQABgAIAAAAIQBAH/RBMAEAAOACAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbKSSy27CMBBF
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" style="height: 219.75pt; left: 0px; margin-left: -0.3pt; margin-top: 27.3pt; position: absolute; text-align: left; visibility: visible; width: 424.5pt; z-index: 251658240;" type="#_x0000_t75">Figura 2Fonte: Questionário aplicado aos docentes
Com a pesquisa realizada, confirmamos que das 10 entrevistas feitas, todas as elas possuem laboratório de informática, conforme mostra a figura 3, abaixo:

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" o:spid="_x0000_i1025" style="height: 216.75pt; visibility: visible; width: 427.5pt;" type="#_x0000_t75">Figura 3Fonte: Questionário aplicado aos docentes
Também através da pesquisa, podemos nos certificar que as escolas estão equipadas com mídias ou recursos tecnológicos, conforme mostra a figura 4, abaixo:<shape id="_x0000_i1026" o:gfxdata="UEsDBBQABgAIAAAAIQBAH/RBMAEAAOACAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbKSSy27CMBBF
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" style="height: 216.75pt; visibility: visible; width: 427.5pt;" type="#_x0000_t75">Figura 4Fonte: Questionário aplicado aos docentes
A serem indagados sobre a frequência que levam os alunos ao laboratório de informática, 1 docente respondeu “ sempre”, 8 “as vezes” e 1 disse “raramente”. Conforme figura 5, abaixo:

Figura 5Fonte: Questionário aplicado aos docentes

Com relação a resistência ao usar o laboratório de informática ou algum tipo de mídia, todos os 10 entrevistados responderam que “não” apresentam essa resistência. Conforme figura 6, abaixo:<shape id="_x0000_i1028" o:gfxdata="UEsDBBQABgAIAAAAIQBAH/RBMAEAAOACAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbKSSy27CMBBF
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" style="height: 221.25pt; visibility: visible; width: 423pt;" type="#_x0000_t75">Figura 6Fonte: Questionário aplicado aos docentes
Os docentes foram perguntados sobre problemas, como manuseio, para usar os equipamentos de mídias tecnológicas.&nbsp; Destes, 3 responderam “sim” e relataram que a maioria dos problemas é com a instação do DataShow e alguns ainda tem problemas com os equipamentos que estão velhos e ultrapassados, como o radio. E outros 7 docentes disseram que “não” possuem problemas. Conforme figura 7, abaixo:




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" style="height: 181.5pt; visibility: visible; width: 425.25pt;" type="#_x0000_t75">Figura 7Fonte: Questionário aplicado aos docentes
A pesquisa ainda buscou saber, o que os docentes entendem por inclusão digital. As respostas foram variadas, conforme mostra abaixo na figura 8, onde 4 docentes entendem inclusão digital como “inserir as tecnologias no planejamneto escolar e aprimorar os conteúdos para a era da informática, pois dependemos dela”, 4 professores responderam que inclusão digital é “proporcionar aos estudantes o acesso aos recursos tecnológicos e saber utilizá-los” e 2 docentes disseram que inclusão digital é “o processo de alfabetização e aprendizagem das TIC’S, inserindo o aluno ao conhecimento&nbsp; usando a tecnologia”.


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" style="height: 258.75pt; visibility: visible; width: 425.25pt;" type="#_x0000_t75">Figura 8Fonte: Questionário aplicado aos docentes
Para encerrar, foi perguntado sobre a opinião dos docentes em incluir o uso de tecnologias em sua metodologia de trabalho. Todas as respostas foram positivas, pois 5 docentes acham ser “ótima” e acreditam que precisamos inovar e estar atualizados, 4 responderam que “é uma forma mais prazerosa e dinâmica de ensinar e aprender” e 1 docente disse que é “importante”, pois todos tem acesso a algum tipo de produto eletrônico e tudo está ligado a tecnologia. Conforme figura 9, abaixo:

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" style="height: 278.25pt; visibility: visible; width: 425.25pt;" type="#_x0000_t75">Figura 9Fonte: Questionário aplicado aos docentes&nbsp;7.&nbsp;&nbsp;&nbsp; DISCUSSÃO DOS RESULTADOS
Muito já foi discutido sobre o uso das tecnologias na Educação. Por meio da pesquisa levantada e da discussão aqui corrida, fica claro que precisamos dos recursos midiáticos para que o processo de ensino aprendizagem seja mais satisfatório.Mediante a análise dos resultados obtidos nesta pesquisa, observamos que os dados levantados têm como base o ambiente escolar de escolas municipais de Joinville e estaduais, assim, todas as escolas são equipadas com recursos tecnológicos, possuem laboratório de informática, o número de professores que utilizam a internet é elevado e os docentes entrevistados responderam que não apresentam resistência na utilização dos recursos midiáticos, porém nem sempre os professores utilizam a sala de informática com os alunos e também alguns apresentam dificuldades no manuseio de equipamentos e tem problemas com aparelhos antigos. Contudo, todos entendem o que é “Inclusão digital” e sabem de sua real importância.Após a análise dos gráficos, pude ter a chance de conversar com alguns professores e debater a questão da inclusão digital nas escolas públicas de Joinville/SC e compartilhar sobre conhecimento que tinha de haver resistência na utilização das mídias por partes de alguns professores. Foi então que alguns docentes se manifestaram dizendo que o primeiro problema em utilização das mídias nas escolas é que não há equipamentos para todos, como por exemplo, escolas que não tem computadores disponíveis na sala dos professores para eventuais pesquisas e planejamentos com auxílio da internet e buscas por sites onde os alunos possam trabalhar. O segundo ponto em questão foi a falta de tempo para acessar a internet e o ultimo problema relatado foi a falta de conhecimento no manuseio dos equipamentos e sistema operacional do computador utilizado nas escolas do Estado de Santa Catarina, o Linux. Seguindo a discussão com os docentes, buscamos encontrar soluções para estes problemas relatados. Foi então que nos deparamos com um curso de capacitação fornecido aos professores do estado, que acontece no mês de abril e maio/2012, totalizando 40h, sobre conceitos e funcionalidades diversas pertinentes ao uso das tecnologias de informação e comunicação, como usar os aplicativos do sistema operacional Linux e como incorporar nas aulas, conhecer e utilizar a ferramenta da WEB 2.0, estimular o estudo sobre inclusão das mídias no processo de ensino aprendizagem, e entre outros assuntos pertinentes ao tema, que auxiliam os professores que possuem dificuldades com o sistema operacional dos computadores e sobre diversas mídias. Por isso, aqueles professores que ainda apresentam dificuldades com o mesmo, podem se inscrever e realizar o curso gratuitamente. É importante ressaltar que precisamos de profissionais capacitados, por isso, o governo e também o próprio profissional precisa investir nesta área de cursos de capacitação, que disponibilize tempo para participar de telecursos e TV escola, para que esteja cada vez mais aprimorado.Para motivar os professores a utilizar os recursos midiáticos e principalmente a internet, podem se buscar soluções em sites com dicas para planejamento, sites com conteúdo de cada disciplina e sites com jogos educativos e disponibilizar estes links no blog ou site da escola, caso já possua. Se a escola ainda não possui, pode se criar um blog ou site institucional para a escola, e incumbir uma pessoa para alimentar o ambiente com informações pertinentes à instituição de ensino e aos professores, assim, todos terão acesso aos conteúdos disponibilizados e poderão fazer utilização dos mesmos. É importante conscientizar o professor que se usada a criatividade, grande parte de conteúdos, exercícios e trabalhos podem ser feitos com auxílio dos recursos tecnológicos. Por exemplo, os textos, as poesias, história em quadrinhos e outros, podem ser produzidos pelos alunos através de editor de texto disponível no computador, assim como o software de pintura pode ser utilizado nas aulas de artes e as apresentações podem ser feitas com o uso do Datashow. Seria possível também trabalhar com projetos e criação de ambientes de aprendizagem, para que o professor possa orientar e conduzir o aluno neste processo de ensino-aprendizagem.Também buscamos soluções para a falta de equipamentos para uso dos professores, onde seria necessária a aquisição de pelo menos 2 ou 3 computadores com internet para uso de docentes, assim como troca de aparelhos antigos ou que estejam com defeitos.Quanto ao problema do tempo, há necessidade de cada docente se organizar com questões de horários, fazendo bom proveito até mesmo das horas para planejamentos.Além de todas as possíveis soluções previstas, os professores precisam, essencialmente, querer e estar dispostos a aprender. Nada se pode fazer sem o outro querer.