Fluência tecnológico-pedagógica na formação inicial de professores mediada por tecnologias educacionais em rede

Abstract

The focus of this article is to present results of a research on the integration of educational technologies in the Pedagogical Projects of the Pedagogical Courses (day, night and distance) of the Education Center (CE) of the Federal University of Santa Maria (UFSM). For this, the work was centered within the qualitative plans of Moraes and Galiazzi's (2006) discursive textual analysis. Conclusively, we highlight the promotion of the development of technological and pedagogical fluency coupled with the public policies of undergraduate courses, to enhance teaching and learning mediated by network technologies. The integration of networking technologies in initial teacher training promotes the convergence between face and distance modalities by deploying multipliers for the construction of curricular knowledge in both higher education and basic education.