UCA Project in Tiradentes: meanings of two teachers about digital information and communication technologies in the school context

Abstract

This paper focuses on some influences of the Project A Computer for each Student - "Um Computador por Aluno" (UCA) in teaching appropriation of Information and Communication Technologies (ICTs) and pedagogical practices. In the field, interviews were conducted with two teachers who shared their impressions and experience in the UCA project at a school in Tiradentes (MG) during the year 2011. Duly authorized, the interviews were recorded, transcribed and analyzed in a combined procedure of Content Analysis (BARDIN, 1977) and - sometimes - Discourse Analysis. (GEE, 1999, 2001). With the software Atlas.ti, empirical data were structured in units of meaning that systematized: the technological infrastructure conditions of the UCA Project; the teachers perceptions about the project and its training activities; the main cultural impacts experienced by teachers in addition to the associated development in pedagogical practices undertaken with ICT. The data analysis evidenced that the actions of the UCA Project were not enough to stimulate teaching appropriation of ICTs, the reconfiguration of the pedagogical practice and the establishment of a digital culture, having in mind low exploitation of ICT potential associated with a precarious scenario for the implementation of the policy in the studied school.

Keywords:
public policies; cyberculture; digital technologies; pedagogical practice