Usos e desusos da lousa digital: escolas municipais de Ensino Fundamental I do Município do Guarujá/SP (2010 a 2019)

Abstract

The objective of this research is to analyze the uses and disuses of digital whiteboards in the pedagogical practices of Elementary School teachers in the city of Guarujá, from 2010 (year of the implementation of digital whiteboards) to 2019 (final year of this research). We tried to answer the following questions: What are the recurrent procedures used by teachers when using digital whiteboards? Are there any proper and differentiated practices carried out by the observed teachers? What does it mean for the teacher to use the digital whiteboard as didactic material? Do educational public policies articulate with the demands of the school? In observing the pedagogical practices carried out with the use of the digital whiteboard, we analyzed the recurring activities of the teachers, trying to identify permanencies of the school culture; and how these traditions are maintained or dissipated with the arrival of a new didactic object. Our initial hypothesis was revised. The little use of the digital whiteboard cannot be justified solely by the inability of teachers, but by the lack of usefulness of the equipment in relation to other priorities and needs of the teachers in the classroom. The analysis of the curriculum was based on Ivor Goodson's studies, and the concept of school culture was based on Dominique Juliá and Viñao Frago's analyses. Both authors state that in order to understand the school culture it is necessary to enter the school, observe its practices, its routine. David Harvey's reflections also support the analysis, by discussing the neoliberal interests and the commodification of education; Maurice Tardif and Antonio Nóvoa complement the discussion on teaching knowledge and pedagogical practices