TECNOLOGIAS DIGITAIS DA INFORMAÇÃO E COMUNICAÇÃO E O ENSINO DE GEOGRAFIA: Usos e propostas de intervenção no Centro Educa Mais Professora Margarida Pires Leal

Abstract

Emerging technological innovations in all areas of knowledge have brought to the teaching practice the function of keeping up with advances and adapting them to the classroom. Thus, incorporating technology for the teaching of Geography is a necessity arising from the multiple information available on the most diverse knowledge platforms through digital media. However, the teaching of geography currently faces challenges when incorporating technologies, such as the need for teacher training and ensuring equal access to technological resources. Thus, in view of the ideas discussed, we asked the following question: how is the use of Information and Communication Technologies inserted in geography classes? The general objective of this work was to investigate the insertion of Information and Communication Technologies in the classes of the geography curricular component. The research carried out has an applied nature and the fieldwork consisted of a qualitative approach, developing research focused on the analysis of the insertion of technology in the classes of the geography curricular component. The field trip was made at the Centro Educa Mais Professora Margarida Pires Leal School, through the application of a questionnaire to the two geography teachers of the institution. The resulting product is the Pedagogical Proposals Booklet, designed with the aim of enriching the practice of teachers in the use of Information and Communication Technologies (ICTs) in Geography classes. The results show that the conscious and planned integration of technological tools significantly enriches the learning experience of students, promoting greater engagement, expanded understanding of content and development of essential skills for the 21st century. By incorporating technologies, the teacher can make classes more dynamic, attractive and aligned with the demands of the contemporary world, as technologies offer resources that enable the personalization of teaching, meeting different needs and learning styles. In this way, technology proves to be a mediating resource in the teaching-learning process in the classroom.