Discussions about the insertion of Information and Communication Technologies
(ICT) in the school context are growing, considering the technological advances
that emerge in society. Therefore, the use of these resources in the educational
field becomes indispensable when analyzing the contributions that they can bring
to a better teaching and learning process. The work aims to verify the importance
of technological inclusion as a support in science classes, emphasizing how
teachers are inserting this teaching tool in their methodologies through the
intervention process in the municipal education network of Cametá-PA, through
the use of technological resources of information and communication in science
teaching. The methodological theoretical process took place in two ways; a priori,
a bibliographic survey was carried out; where some references of authors such
as: PAULO FREIRE (2013), LIBÂNEO (1994), KENSKI (2007, 2012), BRASIL
(1998) were sought, and later the field research was carried out, through the
application of questionnaires, with the students active in the Municipal network of
Cametá-PA of elementary education in science class. Therefore, it is noted how
much the use of ICT in schools contributes to the teaching and learning of
students, always aiming at the search for new knowledge. This study presents
contributions to broaden the view on the use of ICT as a resource in the
classroom, as well as tools that motivate and generate a rapprochement between
teachers and students, transforming the school environment into an interactive
and dynamic space.
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