DIGITAL CLASS PROJECT

THE TIC IN THE PEDAGOGICAL PRACTICE OF ELEMENTARY EDUCATION

Abstract

The insertion of technological devices in the pedagogical practice of Elementary School is necessary in the knowledge society, as well as critical reflection on and in practice. In this perspective, this article presents an excerpt from the master's research that aimed to describe the uses of the digital briefcase from the “Digital Class Project” in the pedagogical practice of elementary school teachers – early years in the Municipal Education Network of Aracaju and understand how the process of acceptance/creation of the Digital Classroom project was originated in the practice of the teachers of the schools involved. We opted for a study with an applied nature, qualitative, descriptive case study method. The investigation was based on interviews with teachers and managers linked to the schools participating in the Project since 2017 and with others involved in the Project. The results point to the use of Digital Technologies, mostly, as a way to complement and reinforce the room content. And with regard to the process of acceptance/creation of the Digital Classroom Project in the practice of teachers at the schools involved, it was satisfactory, as teachers, despite their limitations, claim to seek ways to use the digital briefcase. It was clear that, among collaborating professors, there are still few who have autonomy to use the Project and its TIC in their pedagogical practice, even reproducing only the activities they already had prior to the first contact with the Project.