Tecnologias digitais de informação e comunicação em cursos de licenciatura da UFES : os usos na formação inicial de professores

• Ano de defesa: 2016
• Autor(a) principal: Andrade, Roberto Silva de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Digital technologies of tnformation and communication; Initial teacher training; Uses of DTIC; Tecnologias digitais de informação e comunicação; Formação inicial de professores; Usos das TDIC; Comunicação e tecnologia - Educação; Ensino superior - Metodologia; Professores - Formação; Redes de informação; Tecnologia educacional; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8668

The main objective of this study is analyzing how DTIC subjects have permeated teachers’ training courses at UFES and also how it makes them understand it uses in this initial training process. In this sense, we conducted an exploratory study (GIL, 2002) which was designed in two phases: (i) in the first phase we analyzed Pedagogical Projects Courses (PPCs), in-person courses, face Bachelor UFES seeking these DTIC documents as compulsory subjects. This initial analysis has directed us to the second phase of the research and the investigation was carried out with the following courses: Degree in Pedagogy - Degree/Goiabeiras, Degree in Physics - Degree/Goiabeiras and Degree undergraduate course in Physics /CEUNES ; ( ii ) In the second phase we analyzed the teachers’ speeches and PPCs of the selected courses in the first phase and the uses of DTIC in the process of initial teachers’ training . The main data collection instruments were documents and semi-structured interview. Three teachers Participated in the interview: a teacher who teaches a course in Information and Communication Technology as educational support in the course Undergraduate Education - Degree/Goiabeiras, a professor who teaches the discipline information , Science and Technology in Teaching degree undergraduate course Physics in Physics/CEUNES and a professor who teaches a course in Information Science and Technology in Physics Teaching, in the Undergraduate course in Physics - Bachelor/Goiabeiras. Data analysis was conducted by the assumptions of Textual Analysis Discourse (MORAES, 2003) and was constituted as emerging categories: ( i ) The place of disciplines of DTIC in the courses ;( ii ) Uses of techniques; ( iii ) Uses of technology in education - related to the processes of formation of the formed teacher ; ( iv ) What kind of network is there for this training ? We present as our main theoretical contributions Bonilla (2009, 2011), Lévy (2010, 2014) and Kenski ( 2012 and 2013) . The results show that the use of DTIC in undergraduate courses in Pedagogy - Degree /Goiabeiras and Undergraduate courses in Physics - Bachelor of campuses CEUNES and Goiabeiras, make up through a dynamic based on the use of techniques, which do not necessarily constitute as pure technique, but are permeated by wider processes, among which we consider the formation of teachers/trainers training, their identities and professionalism. In this way, from a network dynamics that involve beyond the interconnection of computers or other devices, a dialogical process that understand schools, scope of activity of future teachers, is still marked by the lack of access process Internet. Also, this dialogical process could be more enriched if these disciplines do not occupy only the last periods of the degree courses, which in a way has implications for the development of actions that are not procedural and continuous.