UCA Project in Tiradentes: meanings of two teachers about digital information and communication technologies in the school context

Abstract This paper focuses on some influences of the Project A Computer for each Student - "Um Computador por Aluno" (UCA) in teaching appropriation of Information and Communication Technologies (ICTs) and pedagogical practices. In the field, interviews were conducted with two teachers who shared their impressions and experience in the UCA project at a school in Tiradentes (MG) during the year 2011. Duly authorized, the interviews were recorded, transcribed and analyzed in a combined procedure of Content Analysis (BARDIN, 1977) and - sometimes - Discourse Analysis. (GEE, 1999, 2001). With the software Atlas.ti, empirical data were structured in units of meaning that systematized: the technological infrastructure conditions of the UCA Project; the teachers perceptions about the project and its training activities; the main cultural impacts experienced by teachers in addition to the associated development in pedagogical practices undertaken with ICT. The data analysis evidenced that the actions of the UCA Project were not enough to stimulate teaching appropriation of ICTs, the reconfiguration of the pedagogical practice and the establishment of a digital culture, having in mind low exploitation of ICT potential associated with a precarious scenario for the implementation of the policy in the studied school.

摘要 本研究聚焦每名学生一台计算机项目——"Um Computador por Aluno"（UCA）对信息与通信技术（Information and Communication Technologies，简称ICTs）教学应用及教学实践的影响。研究于2011年开展，对蒂拉登特斯市（MG）某学校的两名教师开展访谈，受访者分享了其参与UCA项目的感受与实践经验。经正式授权后，研究人员对访谈内容进行录音、转录，并结合内容分析法（Content Analysis，BARDIN，1977）与话语分析法（Discourse Analysis，GEE，1999、2001）开展综合分析。研究借助Atlas.ti软件，将实证数据梳理为意义单元并进行系统化分类，涵盖以下维度：UCA项目的技术基础设施现状、教师对该项目及其培训活动的认知、教师所经历的主要文化影响，以及依托ICTs开展教学实践所带来的相关发展。数据分析结果显示，UCA项目的相关举措未能有效推动教师对ICTs的教学应用、教学实践的重构以及数字文化的构建，究其原因，在于受访学校中ICTs的潜能未得到充分挖掘，且政策落地的支撑环境较为薄弱。