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This research, enrolled in Line "Formative Practices and Processes in Education," has as purposed to identify and to analyze the theoretical and methodological assumptions that guide the practice of teachers of the early years of the municipal Sao Jose do Rio Preto in computer use in the process of teaching and learning of specific objectives to analyze the integration of computers in school education and its relationship to teacher education from the perspective of teachers surveyed, to identify and analyze the social representations of teachers on the use of computers in teaching and learning and identify and analyze what teaching situations that the evaluation of teachers, more conducive to learning. The research took a qualitative approach to design a descriptive-explanatory and owned two phases of data collection: a) questionnaire, b) observation and semi-structured interview. This analysis took place through content analysis. As research brings theoretical behaviorism represented by B. F. Skinner and constructivism focusing, especially, studies of J. Piaget and L. S Vygotsky. Results indicated that the theoretical expressed by teachers is consistent with constructivist assumptions and / or sociointeractionists, however, the practice thins primarily to behaviorism. Associated with this or as a cause of these conditions, we detect the absence or 1 Dissertacao orientada pela Profa. Dra. Claudia Maria de Lima.

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USO DO COMPUTADOR NO PROCESSO DE ENSINO E APRENDIZAGEM: NORTEADORES TEÓRICO-METODOLÓGICOS DA PRÁTICA DE PROFESSORES DOS ANOS INICIAIS DA REDE MUNICIPAL DE SÃO JOSÉ DO RIO PRETO