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O presente estudo, suportado na prática de ensino supervisionada, tem como objetivo analisar a relevância e perceções sobre a importância da utilização das Tecnologias de Informação e Comunicação (TIC) no 4º ano do 1º ciclo, do Ensino Básico (EB). Foca-se nas perceções dos principais atores do processo educativo – docentes e alunos – sobre o papel das TIC no ensino e aprendizagem, bem como nos desafios e oportunidades associados à sua implementação, com base em dados recolhidos por entrevistas, observação e análise documental. Em relação ao enquadramento teórico, procurou-se efetuar uma revisão das políticas e orientações nacionais e internacional, que sustentam a integração das TIC na
edução escolar destacando programas como o Plano Tecnológico da Educação (PTE) e o Plano de Ação para a Transição Digital (PATD) que visam a capacitação tecnológica das escolas e a formação de professores e alunos. As TIC são entendidas como ferramentas
cognitivas e transversais que devem contribuir para o esenvolvimento de competências digitais, pensamento crítico, criatividade e cidadania digital.
São abordadas conceções pedagógicas que fundamentam a utilização das TIC, como o construtivismo, a pedagogia do desenvolvimento de competências e a pedagogia do aprender a aprender, que enfatizam o papel ativo do aluno na construção do
conhecimento e a importância de metodologias inovadoras e integradoras. Discutem-se as dificuldades e deságios na prática docente para a integração das TIC, como a falta de tempo, a formação inadequada, a resistência à mudança e aos problemas Técnicos, além
da necessidade de alinhamento entre o que está contemplado nos documentos oficiais e o que ocorre na prática.
Os resultados demonstram que os docentes e alunos reconhecem que as TIC contribuem para aumentar a motivação e desenvolver competências digitais. Os professores destacam o seu valor pedagógico, mas apontam limitações como falhas técnicas, falta de equipamentos e necessidade de formação contínua. Já os alunos
mostram entusiasmo pelas aulas que recorrem a ferramentas digitais, apreciando a diversidade de atividades, os jogos educativos e os projetos criativos, embora expressem receios relacionados com a dependência digital e as dificuldades técnicas.
A análise evidencia pontos de consenso, como o impacto positivo das TIC na aprendizagem, mas também diferenças: os docentes defendem equilíbrio e foco, enquanto os alunos preferem maior autonomia no uso das tecnologias.
Conclui-se que a integração das TIC no ensino básico é globalmente positiva, exigindo, contudo, investimento em recursos, formação e estratégias que conciliem autonomia dos alunos com orientação pedagógica eficaz
This study is part of the Supervised Teaching Practice and aims to analyze the relevance and perceptions regarding the importance of using Information and Communication Technologies (ICT) in the fourth year of the first cycle of Basic Education. It focuses on the perceptions of the main actors in the educational process –teachers and students – concerning the role of ICT in teaching and learning, as well as the challenges and opportunities associated with its implementation, based on data collected through interviews, observation, and document analysis. Regarding the theoretical framework, an effort was made to review national and international policies and guidelines that support the integration of ICT in school education, highlighting programs such as the Technological Plan for Education (PTE) and the Action Plan for the Digital Transition (PATD), which aim to enhance schools' technological capacity and train teachers and students. ICT is understood as a cognitive and transversal tool that should contribute to the development of digital skills, critical thinking, creativity, and digital citizenship. Pedagogical approaches that underpin the use of ICT are addressed, such as constructivism, competence-based pedagogy, and the pedagogy of learning to learn, which emphasize the active role of the student in knowledge construction and the importance of innovative and integrative methodologies. The difficulties and challenges in teaching practice related to the integration of ICT are also discussed, including lack of time, inadequate training, resistance to change, technical issues, and the need for alignment between what is outlined in official documents and what occurs in practice. The results demonstrate that teachers and students agree that ICT is important for increasing motivation and developing digital skills. Teachers emphasize its pedagogical value but point out limitations such as technical glitches, lack of equipment, and the need for ongoing training. Students, on the other hand, enjoy digital classes, appreciating the diversity of activities, educational games, and creative projects, although they express concerns related to digital dependence and technical difficulties The analysis highlights point of consensus, such as the positive impact of ICT on learning, but also differences: teachers advocate balance and focus, while students prefer greater autonomy in the use of technology. It is concluded that the integration of ICT in basic education is generally positive, but requires investment in resources, training, and strategies that balance classroom autonomy with effective edagogical guidance.
This study is part of the Supervised Teaching Practice and aims to analyze the relevance and perceptions regarding the importance of using Information and Communication Technologies (ICT) in the fourth year of the first cycle of Basic Education. It focuses on the perceptions of the main actors in the educational process –teachers and students – concerning the role of ICT in teaching and learning, as well as the challenges and opportunities associated with its implementation, based on data collected through interviews, observation, and document analysis. Regarding the theoretical framework, an effort was made to review national and international policies and guidelines that support the integration of ICT in school education, highlighting programs such as the Technological Plan for Education (PTE) and the Action Plan for the Digital Transition (PATD), which aim to enhance schools' technological capacity and train teachers and students. ICT is understood as a cognitive and transversal tool that should contribute to the development of digital skills, critical thinking, creativity, and digital citizenship. Pedagogical approaches that underpin the use of ICT are addressed, such as constructivism, competence-based pedagogy, and the pedagogy of learning to learn, which emphasize the active role of the student in knowledge construction and the importance of innovative and integrative methodologies. The difficulties and challenges in teaching practice related to the integration of ICT are also discussed, including lack of time, inadequate training, resistance to change, technical issues, and the need for alignment between what is outlined in official documents and what occurs in practice. The results demonstrate that teachers and students agree that ICT is important for increasing motivation and developing digital skills. Teachers emphasize its pedagogical value but point out limitations such as technical glitches, lack of equipment, and the need for ongoing training. Students, on the other hand, enjoy digital classes, appreciating the diversity of activities, educational games, and creative projects, although they express concerns related to digital dependence and technical difficulties The analysis highlights point of consensus, such as the positive impact of ICT on learning, but also differences: teachers advocate balance and focus, while students prefer greater autonomy in the use of technology. It is concluded that the integration of ICT in basic education is generally positive, but requires investment in resources, training, and strategies that balance classroom autonomy with effective edagogical guidance.
Descrição
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário paraobtenção do grau de Mestre em Educação Pré Escolar e Ensino do 1.º Ciclo do Ensino Básico,
Palavras-chave
TIC Competências Perceções Utilização TIC no EB ICT – skills – perceptions – use of ICT in Basic Education