Percepções, significados e práticas dos actores abrangidos pelo processo de implementação do plano tecnológico da educação no distrito municipal de Kamavota, cidade de Maputo

Abstract

The study falls within the field of public policy anthropology and analyses the perceptions and meanings of the actors involved in the process of implementing the Education Technology Plan (PTE) in the KaMavota Municipal District, Maputo city. Maputo. To materialise this work, bibliographical and documentary research was chosen, fieldwork, using semi-structured interviews and direct observation. observation. The universe interviewed was made up of implementers and beneficiaries. The motivation for the study stems from the idea consulted in various research works in which in which it was noted that the actors covered by the plan do not make use of the computerised material because they lack it. The research has shown that there are three types of perception, meaning and practice about the Education Technology Plan, namely (i) the Education Technology Plan as a project doomed to failure Education Technology Plan as a project doomed to failure, as perceived by teachers and staff. (ii) The Education Technology Plan as a meaningful project for students, in that it (ii) the Education Technology Plan as a meaningful project for students, in that it enables them to acquire new skills and knowledge new skills and knowledge for the teaching process and also for other life learning, such as social networking. social networks; and the Education Technology Plan as a complex project for senior staff, given the need to deal with the field of information and communication technologies. technologies. It can be seen that there are several reasons for not using this material, from the complexity that age factor, where the younger generations, because of their familiarity with technology, are the ones who familiarity with the technologies are the ones who use them, while the older generations resort to the them. (TRADUÇAO NOSSA)