A funcionalidade do componente curricular informática no ensino fundamental I

Abstract

This research reports the study and analysis of the functionality of the computer curriculum component in Elementary School I. The research was carried out in the only school located in the municipality of Santo Amaro, which had computer classes at this level of education and during the period in which the monograph was carried out. . The research subjects were education professionals involved with Elementary School I. An investigation was carried out regarding the curricular construction of the informatics discipline and the applicability of this component in daily school activities, the general objective of this investigation was to understand what the functionality of the Informatics curricular component in Elementary School I and the specific objectives were to present how educational technologies are being inserted in the Informatics curricular component in Elementary Education I, to verify how the curriculum of the Informatics discipline in Elementary Education I is constructed and to identify the difficulties found in the use of educational technologies in the teaching of the Informatics curricular component. In the theoretical foundation, ideas were discussed about the insertion of information technology in Brazilian education (VALENTE, 1999; MERCARDO, 1999), the documents that cover this fact (BRASIL, 1996; VALENTE, 1999), teacher training focused on the use of educational technologies (LIBÂNEO, 2001; LUCKESI, 1986) and the functionality of all these aspects for basic education at its fundamental level I (TAJRA, 2007; VEIGA, 2002). The importance of teaching information technology can be clearly observed in our daily lives, when routine activities start to require a minimum of knowledge in this area, the main channel for inserting this science for individuals is the intellectual training environment. With the methodology used, it was found that the process of inserting this component in the school curriculum is still precarious, that students have an interest and need in the contents and practices, but that the academic training of graduates in computing is still lacking in view of the existing demand in the both quantitative and qualitative aspects.