Technology Normalisation in Rural Education: Narratives of Public School Teachers from Colombia

Yimmy Alexander Hoyos-Pipicano; María Fernanda Jaime-Osorio

doi:10.5294/edu.2024.27.2.2

Autores

Yimmy Alexander Hoyos-Pipicano Autor Secretaría de Educación del Huila https://orcid.org/0000-0001-8743-8651
María Fernanda Jaime-Osorio Autor South Colombian University https://orcid.org/0000-0001-8938-8248

DOI:

https://doi.org/10.5294/edu.2024.27.2.2

Palavras-chave:

Colômbia, educação rural, professores, pesquisa educacional, tecnologia

Resumo

A falácia de um mundo tecnificado e globalizado oculta as desigualdades educacionais em contextos periféricos. Portanto, neste artigo de pesquisa narrativa, analisa-se a apropriação da tecnologia a partir das experiências de professores de escolas públicas rurais na Colômbia. Os professores participantes exploraram suas crenças orientadas para a tecnologia, suas práticas pedagógicas e para os fatores envolvidos na apropriação tecnológica. O processo de coleta de dados foi realizado ao longo de três anos, utilizando referenciais narrativos e grupo focal, os quais foram analisados sob uma abordagem de pesquisa narrativa. Os achados iniciais revelaram práticas de microensino bastante distantes da apropriação tecnológica, devido à falta de confiança dos professores. No entanto, os docentes superaram esses obstáculos e passaram a descrever práticas pedagógicas orientadas para a tecnologia, bem como estratégias éticas para lidar com possíveis riscos tecnológicos. Contudo, fatores nos níveis meso e macro, como a falta de dispositivos tecnológicos e políticas nacionais mal fundamentadas, tornam improvável a apropriação tecnológica nos contextos desses professores. Por isso, os atores rurais devem questionar se vale a pena empenhar esforços para alcançar a apropriação tecnológica ou se é preferível desvincular-se dessa narrativa. Este artigo pode interessar a pesquisadores que estudam as interseções entre tecnologia, crenças docentes e práticas pedagógicas no Sul global.

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