Análise do papel das tecnologias de informação e comunicação no processo de ensino e aprendizagem nas escolas primárias: caso da Escola Primária de Chihango (2022-2024)

Abstract

This monograph aims to analyze the role of Information and Communication Technologies (ICT) in the teaching and learning process in primary schools. Specifically, the study seeks to identify the role of ICT in the primary school teaching and learning process, describe the ICT Policies in Education in Mozambique, identify the challenges faced by Chihango Primary School in implementing ICT in the teaching and learning process, and identify mechanisms for introducing ICT into primary school teaching and learning. Regarding the methodological procedures, the research was based on a case study combined with bibliographical and documentary research. It is also classified as an applied study with a qualitative approach. For data collection, the study used a structured interview with participants, followed by direct observation. It was found that the role of Information and Communication Technologies in the primary school teaching and learning process has several dimensions, which include: making classes more attractive and motivating for children; serving as a research tool and enriching content, allowing students to go beyond the textbook; helping to develop new skills in students, such as logical reasoning and the handling of essential future tools; facilitating the demonstration of complex concepts through images, videos, and simulations, which improves comprehension; and supporting a change in methodology, allowing students to be more active and the teacher to act more as a guide or facilitator. The study further shows that no plans or programs have been outlined to introduce or implement ICT projects in primary education, and that all existing programs are intended only for secondary education and technical and higher education courses. It was also noted that the interviewed teachers and students do not know or have never heard of these policies. Finally, it was found that the challenges faced by Chihango Primary School in implementing ICT in the teaching and learning process are the following: the lack of a computer for teachers to use in conducting lessons, the lack of a computer lab and internet access within the school, and the inexistence of ICT content within primary school subjects. The study ultimately shows that the mechanisms for introducing ICT into the primary school teaching and learning process are the Training and Continuous Pedagogical Capacity Building of Teachers (identified as the most crucial mechanism) and the Adaptation of Local Digital Resources used in secondary education for primary education