As Tecnologias de Informação e Comunicação Móveis e Sem Fio no Ensino de Ciências na Perspectiva dos Alunos no Contexto Amazônico.

Abstract

The relevance of Digital Information and Communication Technologies (DICT) in the educational context is observed through the vast literature that reflects on the teaching-learning process of Science and Biology from their use. Most of these studies focus on perception, training, and/or teaching practice. In this sense, this research aims to understand the implications of using Mobile and Wireless Information and Communication Technologies (MWICT) in Biology teaching at the Indigenous State School Professor Luiz Gonzaga de Souza Filho in the municipality of Codajás – AM. To achieve this purpose, we used a qualitative approach. Initially, we analyzed the meanings of DICT in the area of Natural Sciences and their Technologies present in the National Common Curricular Base (BNCC) for High School. Then, we conducted questionnaires and interviews with 30 (thirty) students from the 3rd grade of high school at the mentioned school. The aim was to investigate the students' reports on their experiences regarding the use of MWICT in the school and, more specifically, in Biology classes. To analyze the information collected by the research instruments, we adopted the Discursive Textual Analysis (DTA), which is a Brazilian theoretical and methodological reference founded by Moraes and Galiazzi (2014). As a result of this work, in the BNCC, we highlighted a focus on the use of DICT for the development of most of the competencies and skills for Science Teaching and its Technologies for High School. Then, through the DTA, we realized that the students recognize the potential of the teaching-learning process through the use of DICT and MWICT in Biology Teaching. The students present as a negative aspect of this use the inequality in access to mobile phones to participate in the activities, as some did not own the device. Associated with this, they also mentioned in their statements that not having mobile data (internet) made it difficult to download and use the applications (App). Thus, we consider that despite recognizing the potential that MWICT represents in Biology Teaching, it is necessary to ponder about the context of the students. In this way, we consider it indispensable to reflect on the possibilities and implications shown in this study, more specifically on the issues of social inequality, the different opportunities to access digital media, and the diversity of school contexts