The project was developed at the Joaquim de Brito Paranaguá Municipal School, in
the city of Araguaína, in the interior of the state of Tocantins, located in the northern
region of the country. This master's research is part of the Post-Graduate Program
in Culture and Territory Studies - PPGCULT of the Federal University of Tocantins -
UFT, under the theme: "Education, Teaching and Mobile Technology", which has as
its research object "The smartphone as a pedagogical tool and its social and
territorial implications". Our general objective is to investigate the teaching, with the
use of smartphones, in Youth and Adult Education, in a public school in Araguaína
- TO, and the appropriations and re-significations generated by this technical technological apparatus. More specifically, we mobilize the reflection about the
importance of the inclusion of new media in education, along with the verification of
how teachers use this tool/equipment (smartphone) in the teaching process, and
discuss the use of the smartphone in the classroom, as a teaching tool, so that
teachers realize the importance and potentiality of this equipment, given the
possibilities of use as a pedagogical tool, for the educational, personal and
professional formation of the teacher who works in EJA, facilitating the
understanding and work of the contents and as a support to improve the teaching
process and consequently learning. The methodological approach is qualitative,
interdisciplinary in nature, with characteristics of action research, in addition to
documentary research and literature review. The proposal aims to work with 05
teachers of EJA as a facilitator for knowledge and, where appropriate, development
of methodological practices in the use of smartphones and how the pedagogical use
of this tool can contribute to the teaching process. The theme in question is
intrinsically related to action-research, with an educational focus, as a strategy for
the development of teachers with respect to training, in which they can use their
research to improve their teaching and, consequently, the learning of their students,
but aware that even within educational action-research there will be different
varieties of possibilities for analysis and directions. The result showed us that the
product developed enables teachers and students to dialogue with multiple
methodologies that are so present in our daily lives and that can suggest strategies
and assist in the teaching process. This expands the pedagogical practice in the
acquisition of competencies and abilities necessary for didactics. To provide
technological accessibility is to enable teaching in the context of a society that is
configured as digital.
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