Formação de professores para a educação básica: análise dos saberes digitais e suas implicações à docência
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| Yazar: | |
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| Yayın Tarihi: | 2025 |
| Diğer Yazarlar: | , |
| Materyal Türü: | Article |
| Dil: | por |
| Kaynak: | Repositório Comum do Brasil - Deposita |
| Download full: | https://deposita.ibict.br/handle/deposita/840 https://doi.org/10.52641/cadcajv10i5.1321 https://v3.cadernoscajuina.pro.br/index.php/revista/article/view/1321 https://v3.cadernoscajuina.pro.br/index.php/revista/about |
Özet: | The accelerated transformations of society in the digital age have impacted the formative processes in basic education, imposing on undergraduate courses the challenge of integrating Digital Information and Communication Technologies (DICT) into the initial training of teachers. Situated within this context, this article aims to analyze how the curricular integration of DICT, prescribed by the National Curriculum Guidelinesfor undergraduate degrees (DCN), interacts with the dimensions and knowledge foreseen in the Framework of Digital Teaching Knowledge for basic education teachers.This is a qualitative, documentary research study, articulated with a theoretical review, based on authors who either discuss teacher training and its specificities, such as Tardif (2014), Imbernón (2000), Gatti (2017), Reschke and Cunha (2024), or delineate this theme within the context of digital culture, such as Araripe and Lins (2020), Kenski(2015, 2017), Custódio and Rodrigues (2023), and Modelski, Giraffa and Casartelli (2019). The analysis of the corpus, composed of the Framework of Digital Teacher Knowledge and the National Curriculum Guidelines (DCN), followed the procedures of Content Analysis (Bardin, 2011), comprising the phases: pre-analysis, exploration of the material, and treatment of results and interpretations.The results show that initial teacher training for the curricular integration of ICTs demands the articulation of multiple digital knowledge areas, enhancing innovative pedagogical practices and favoring the critical professional development of undergraduate students. It is concluded that the intentional mobilization of digital knowledge is a condition for teaching aligned with the demands of digital culture, reinforcing the role of teacher training programs in constructing formative trajectories that integrate theory, practice, and digital citizenship. |
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