Lousas digitais: estudo sobre as possibilidades pedagógicas no Instituto Federal do Maranhão Campus São Luís – Monte Castelo.

Abstract

Within the process of transformation of digital technologies is the Lousa Digital (LD), which is a tool whose purpose is to improve and streamline the process of teaching and learning within the classroom. The objective is to investigate the pedagogical potential and the impact of digital whiteboards in the classroom of IFMA Campus São Luís - Monte Castelo, since the search for training and methodologies that innovate and improve the teaching and learning process are necessary for both teachers and students. Questions about the relationship between education and technology within contemporary society are discussed, as well as, in general terms, about teacher training in Brazil through innovative methodologies built with the use of information and communication technologies, focusing on LD, its trajectory and pedagogical possibilities. To this end, a Systematic Literature Review (SLR) was carried out on the panorama of LD in Brazil in works published in the Brazilian Digital Library of Theses and Dissertations between the years 2010 and 2019. Adopting a quali-quantitative approach, the use of LD in the research site is characterized in addition to the investigation of issues related to the dynamics of the formative process with its use. It is questioned how LD is used and what theoretical and methodological possibilities can be pointed out to use it as a pedagogical tool. It is a case study type research, in which the population will be teachers of IFMA Campus São Luís - Monte Castelo, and the sampling will be by cutting 30% of the total active teachers, which corresponds to 114 (one hundred and fourteen) participants, besides 2 (two) computer technicians. For data collection, a mixed questionnaire elaborated in the Google Forms platform and sent to the teachers by e-mail was applied, as well as a structured interview with the two computer technicians and 7 teachers. The results show that most teachers use LD as a rear-projection, as they do not have specific training, as well as the training offered by the institution was fast and insufficient to absorb the necessary knowledge for pedagogical practice. It was confirmed that, for teachers, LD brings a great impact to the classroom, as long as there are training courses for using this tool and other technologies are integrated to improve teaching didactics.