O DOMÍNIO DAS TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO COMO CONTRIBUTOS PARA PRÁTICA DO COORDENADOR PEDAGÓGICO

Abstract

Given the current society, this article aims to provide a theoretical reflection on the pedagogical incorporation of Information and Communication Technologies (ICTs) in the practice of the Pedagogical Coordinator emphasizing their contributions when used properly and in accordance with the demands of the institution and purpose of the PPP. To this end, a method with reflective qualitative typology was used. In this perspective, it was based on renowned authors who contribute to a better understanding of the pedagogical practice, educational technology and culture of the pedagogical use of technological resources. The theoretical approaches presented presented the potentialities of ICTs in the pedagogical practice of this education professional, as well as the challenges for pedagogical incorporation and the relevance of the culture of pedagogical use in order to improve the functioning in school daily life, as well as support in the execution of tasks. referred professional. Moreover, it was observed that in contemporary society, digital culture, obtaining technological resources is not enough to provide transformations. It is essential that the school be subject to the new, changes that are inevitable and use them in a way that enables favorable changes in the educational process. Thus, through the results of the analysis of the collected data, it became clear how significant it is for the Pedagogical Coordinator to master such resources, since, while articulated, teacher trainer and active participant in educational processes, ICTs tend to be contribute in the pedagogical practice of the same due to provide agility and effectiveness. Thus, it is necessary to seek to understand about these technological tools to take advantage of their potential and provide the pedagogical and effective incorporation.