Sociedade Informacional Entre Demandas E Contradições: Os Limites E As Potencialidades Para Integrar As Tecnologias Digitais De Informação E Comunicação Às Práticas Educativas Na Formação Inicial Do Pedagogo - Estudo De Caso Junto Aos Licenciandos Da Universidade Federal De São Paulo

• Ano de defesa: 2017
• Autor(a) principal: Marfim, Lucas [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Initial Teacher Formation; Formation Of The Pedagogue; Digital Information And Communication Technologies; Technological Rationality; Cultural Practices; Educação Em Saúde; Formação Do Pedagogo; Currículo
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=5071458; http://repositorio.unifesp.br/handle/11600/50215

This work integrates a research entitled "Initial teacher formation of the main years of Elementary School to integrate Digital Technologies of Information and Communication in the teaching and learning processes: an instrumental case study in pedagogy courses of three federal public universities", coordinated by Prof. Lucila Pesce and developed with the support of CNPq. The present research investigates if the formative processes that insert and contemplates the integration of digital information and communication technologies (DICT) into the field of Education, in the Pedagogy course of the Federal University of São Paulo (UNIFESP), contributes to the formation of its undergraduates. Therefore, the research considers the experience of undergraduates with DICT, regarding about their everyday uses, the requests for its use by the university, and the formative experiences of the course units that discuss the relationship between DICT-Education. It is based on the perspective of historical materialism, expressed through the exponents of Critical Theory (MARCUSE, 1999; ADORNO and HORKHEIMER, 1985), problematizing the emergence and the permeation of TDIC within the mode of production, sociability and culture, and its uses, by the social subjects, in the cultural perspective, compatible with the conception of the human being as a historical-cultural subject (FREIRE, 2015; PARO, 2010; LÉVY, 2010; BONILLA and PRETTO, 2015; BRUNO And PESCE, 2012, among others). The research also goes through the analysis, discussion and problematization of the current public policies for teacher work and formation, which are discussed through Adrião (2006), Saviani (1995), Giroux (1994), Contreras (2012) and others. The research is developed under the perspective of qualitative research, in the character of a case study. In order to achieve the objective, the research established as instruments of data collection the application of an open-ended questionnaire and semi-structured interviews. The method of data analysis is the thematic content. The results reveal that the undergraduates' formation process is generally crossed by critical reflections on teaching work, in line with the perspective as a mediator of culture and the needs for the work to be articulated to the formation of the subject in its whole, subverting the sheer technicality approach in the teaching and learning process. Also, that the incorporation, problematizing and discuss about the relationships involving DICT, teaching and learning processes, are organized in a sidelined form, since their direct thematization is only available in elective curricular units. An important point of observation lies the perception that the requests made by the university, for use of the DICT, underlies an instrumental conception, since the DICTEducation relationship is confined to the discussion of the technological apparatuses as didactic-methodological tools. From the discussion of the results, emerges as one of the main point, that there is a challenge for the formation process to provide a relationship in which the DICT are interwoven with the sociocultural practices experienced by the studentes, demanding the composition, throughout the course, of problematizations and uses of DICT which are carried out in a transversal way and as a cultural process, beyond the strictly pedagogical one.