O uso das tecnologias de informação e comunicação (tic) como ferramenta pedagógica no processo de leitura

Abstract

This work presents an analysis on The Use of Information and Communication Technologies (ICT) as a Pedagogical tool in the Reading Process. Its problem is because it is necessary to use ICTs in the classroom, showing the reader/educator a broader view of the important role of ICTs in education. Its general objective is to address the contributions of ICTs in classes, as well as to show their important role in the practice of reading, and in the teaching/learning process, it also has the following specific objectives; Know which Information and Communication Technologies are available; Propose the use of Information and Communication Technologies in the reading process with students; Suggest ongoing training for teachers in the use of information and communication technologies; The methodological means that guided the construction of these reflections was based on the texts of some educators such as (Kenski, 2010), (Freire, 1979;1981), (Lévy 1999), (Preto, 1999) and (Moran, 2000). Thus, bibliographical research of theoretical character was used, made possible by an analysis, which seeks to deepen a specific reality. Based on all this information, I reached the following final consideration, information and communication technologies work as springs and dynamic education resources, when well used by educators and students, they allow the improvement of pedagogical practices developed in the classroom and outside of it.