Discursos docentes sobre as tecnologias nas práticas educativas da Educação de Jovens e Adultos no IFG

Abstract

This research has as its object of study the teachers’ discourses on technologies in educational practices in Youth and Adult Education (EJA) at the Federal Institute of Goiás (IFG), understood from the critical perspective of technology and the foundations of Professional and Technological Education (EPT). The object was delimited based on literature review in four journals from Capes’ publication portal, considered the theoretical framework from 2013 to 2019. In this study, technologies are understood as human constructs developed in social relations and, therefore, their use is subject to the intentionality of educational practice, considering the specificities of the elements that constitute the educational work: objectives, contents, methods, and forms of teaching organization. Considering the proposed object, the research sought to answer the central question: What are the teachers’ discourses on the use of technologies in educational practices in EJA, at IFG? The general objective was to identify and analyze the discourses of teachers about technologies in EJA at the IFG. As for theoretical assumptions for understanding the relationship between education and technology, the research was based on Andrew Feenberg (2003; 2009) and Álvaro Vieira Pinto (2005), as well as on other authors that corroborate this understanding, such as Araújo (2008; 2012; 2020), Moraes M. G. (2016), Peixoto (2012; 2016), among others. Studies on EJA in the field of EPT were guided by Frigotto (2000; 2007), Ciavatta (2014), Ramos (2008; 2014; 2014), Castro (2017), among others. Educational practices are approached within the scope of Pedagogical Theories, elucidated by Demerval Saviani. In its qualitative nature, based on Dialectical Historical Materialism, the research is delimited within technical courses in EJA modality offered at Campus Anápolis as the locus of investigation, having as participants 17 teachers who work in the Curso Técnico Integrado em Secretaria Escolar and in the Curso Técnico Integrado em Transportes de Cargas. The data collection instruments were the questionnaire and the semi-structured interview. Data analysis allowed us to identify that the discourses of the participating teachers are predominantly based on instrumentalist and deterministic conceptions of technology, with the use of technologies being guided by the domain of the technical functions of the apparatus, disassociated from the contents of educational practices, with the aim of meeting innovations in the labor market. It was possible to identify the ideologized understanding of technology, which considers that the use of technologies is determined by the need for education to adapt to what it is called the technological world. It was found that, despite in a small number, some discourses presented an understanding based on critical theories in relation to the uses of technology in education in terms of constitutive elements of the educational work. A gap was identified related to the training of teachers on the use of technologies, regarding working in EJA, thus continuing education actions are necessary within the scope of the IFG. In order to contribute to the reflections in the context of educational practices, the Educational Product was prepared in the category of Didactic-Training Material, in the form of an ebook, which addresses the research topic.