Web currículo como possibilidade de uso dialógico das TDIC na EJA presencial no estado de São Paulo

Abstract

The integration of digital information and communication technologies (ICTs) into teaching and learning processes in Youth and Adult Education (EJA) is an ethical and urgent issue, given the structuring nature of ICTs in contemporary society, within a context of profound inequalities. The general objective of this research was to contribute to the understanding of possibilities for integrating ICTs into teaching and learning processes with young people and adults, starting from the teacher's perspective and aiming for a dialogical education. The specific objectives were: i) to investigate educational public policies adopted by municipalities in the state of São Paulo during the COVID-19 pandemic regarding the use of ICTs; ii) to identify the uses of ICTs in the daily lives of teachers in pedagogical practices before the pandemic, during the period of remote activities, and upon returning to in-person activities; iii) to recognize the dialogical use of ICTs in pedagogical practices in EJA. The theoretical framework was anchored in Paulo Freire's constructs that focus on dialogical and emancipatory education, as well as in authors who propose the integration of ICTs into basic education based on the contributions of dialectical materialism. To this end, a qualitative research study was conducted, of a bibliographic, documentary, and empirical nature, with fourteen teachers from twelve municipalities in the state of São Paulo. In the field research, the instruments used were an on-line questionnaire and a semi-structured interview. As a result, we identified that during the pandemic, the education departments of the municipalities analyzed did not provide adequate infrastructure for the development of teaching work in relation to the use of ICT during the period of emergency remote teaching (ERT); upon returning to in-person activities, there was an increase in the use of digital technologies, both in terms of frequency and types of devices; and finally, beyond the integration of ICT into teaching and learning processes, the participants in this study were dialogical in their pedagogical practices with the use of ICT, in search of the unprecedented viable.