Tecnologias digitais de informação e comunicação e as relações entre a formação inicial e as práticas pedagógicas de professores de física

• Ano de defesa: 2023
• Autor(a) principal: Martins, Keissy Carla Oliveira
• Orientador(a): Jardim, Maria Inês de Affonseca
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: TIC; TDIC; Formação de Professores; Formação Inicial; Currículo
• Área do conhecimento CNPq: Ensino-Aprendizagem
• Link de acesso: https://repositorio.ufms.br/handle/123456789/5567

This qualitative research investigated the relationship between the pedagogical practices related to Digital Information and Communication Technologies discussed in the initial training of Physics teachers and those used by Physics teachers from schools in Campo Grande graduated from the Federal University from Mato Grosso do Sul. With authorization from the Institute of Physics and the Department of Education of the State of MS, approval by the Ethics Committee, we contacted the professors through an instant messaging app, and they completed the research acceptance term. We use Tardif's teacher's knowledge to understand teachers' training. The methodological course was developed in three phases: (i) Physics teacher profile identification using online form.; (ii) Formal Curriculum analysis of the UFMS Physics Teacher Training Course by verifying the course structure and subject content; (iii) semi-structured interviews with teachers about the DICT presence during their training and in their teaching practice. The questionnaire's answers and the formal curriculum were analyzed using descriptive statistics. The transcripts of the interviews were analyzed using Bardin's Categorical Content Analysis. The analysis of the formal curriculum of the initial training of Physics teachers of UFMS showed a lack of mandatory subjects in which technologies are discussed before 2018, when the number of these subjects increased. The analysis of the interviews related to the formal curriculum showed that teachers develop pedagogical practices using DICT available in the school space, however, the use is mostly for exposure actions, an attribute that also marks the actions developed during their initial training. A significant portion of teachers mention difficulties in using technologies due to a lack of resources in the classroom. We highlighted the need for changes in the way actions related to technologies are developed in the teacher training course.