Da sensibilização à atuação: a compreensão docente sobre o uso das tecnologias digitais de informação e comunicação

Abstract

This article’s objective is to describe what is the understanding of the teacher who attended the discipline of Technoteaching (Tecnodocência) in its processes about the use of Digital Technologies of Information and Communication (DTIC) during the early stages of development and its didactic-methodologic impacts linked in it professional appliance. The usage of DTIC in separate way do not guarantee the articulation of the knowledge in an interdisciplinary way, concrete or even safe in approximation with the experiences of the teacher. Thus, it is necessary the consideration that, besides it generates discussions about the implementation of the DTIC in a scholar context, the academy community does little research related to the matter, impacting on the initial training of subjects allocated to undergraduate courses, and, therefore, teachers working in Basic Education. A descriptive research was developed, with the participation of a Math teacher and ten students of Fourth and Fifth years from the institution that the research subject teaches, during the months of September to November of 2019. The research was subdivided in three phases: planning, data collect and analysis of data. The data collection was carried out in three phases: collection of data from the influence of the teacher-subject at the Technoteaching discipline, interview with the teacher-subject of the research in their professional practice and application of a questionnaire in their students. The data analysis phase was hitched to the treatment of the information collected throughout the direct interpretation of the data and from the organization thought an electronic spreadsheet. Later on, was developed six categories considering the triangulation of the answers for three contexts of the data collect. The results of the research showed that during the period of initial training, the subject-teacher elaborates their pedagogical practices ruled in a instrumentalist paradigm, which can be related to their theoretical training still superficial, considering their being in early years of college training and for the lack of practical experience of supervised internship or job. After experiencing technoteaching, the subject-teacher starts to comprehend new possibilities of the DTIC use, releasing themselves from the ties of pedagogical practices exclusively expositive using digital tools. It is intended its results to be published in a journal, as well the participation in events where the discussion about the training and teaching linked to the use of DTIC to educational purpose.