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Publicação
Formação inicial de professores nas tic
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Resumo(s)
O presente estudo possui foco no modo como ocorre a formação inicial de professores em uma instituição de ensino superior privada brasileira, em particular como estão inseridas nestas formações os conhecimentos a respeito das aplicabilidades pedagógicas das tecnologias da comunicação e informação (TIC), no que concerne ao preparo que os futuros professores adquirem nas licenciaturas que cursam para aplicarem pedagogicamente as TIC nos processos de ensino e aprendizagem em sua carreira docente nas salas de aula da educação básica.
A investigação concentra-se no campo das práticas de formação inicial dos professores que atuarão em escolas de formação básica brasileiras, justificada pela constatação de que em termos de investigação, ocorreu pouca orientação para o estudo e compreensão, para os modos que as instituições de ensino superior (IES) que oferecem cursos de formação inicial de professores direcionam suas ofertas formativas para garantir aos alunos conhecimentos, que os conduzam em sua prática profissional a efetiva inserção e aplicação dos usos pedagógicos das TIC, como ferramenta inovadora nos métodos de ensino e aprendizagem.
Trata-se de um estudo descritivo interpretativo que segue uma metodologia qualitativa, centrada em uma instituição privada de ensino superior que, dentre outros cursos, oferece os de formação inicial de professores. O método qualitativo se desenvolveu por meio da realização de entrevistas semidirigidas aplicadas ao público cooperante do estudo, tais entrevistas foram gravadas em áudio e, posteriormente, transcritas; os textos resultantes passaram pela técnica de análise de conteúdo, pela qual foram extraídos os resultados da investigação.
Relativo aos resultados obtidos com o estudo, estes indicaram que a Instituição investigada oferece em sua grade curricular uma unidade curricular (UC) direcionada para o ensino das TIC, em cumprimento a legislação brasileira que preconiza este aprendizado na formação inicial de professores, contudo nas demais UC dos cursos não ocorre integração do aprendizado com as TIC na oferta formativa para os alunos. Na perspectiva dos alunos entrevistados há uma concordância com o despreparo que possuem para empreenderem práticas pedagógicas intermediadas pelas TIC em suas futuras carreiras como professores.
The present research focuses on how future teachers for elementary education are prepared professionally during their initial training in a brazilian private higher education institution in particular how the knowledge about pedagogical applicability of information and communication technologies (ICT) is embedded in these formations. This referes to the preparation that future teachers acquire during their undergraduate courses to apply pedagogically ICTs in the processes of teaching and learning in their teaching career in the classrooms of the basic education. The research focuses on the field of initial training practices for future teachers which will operate in brazilian basic education schools. This is justified by the findings that in terms of research there has been little orientation to study and understanding, by Higher Education Institutions (HEI), which offer initial teacher training courses to guarantee students the knowledge that will lead them in their professional practice to effectively insert and apply the pedagogical uses of ICT as an innovative tool in teaching and learning. This is an interpretative descriptive study, which follows a qualitative methodology, centered on a private institution of higher education that among other courses offers the initial teacher training. The qualitative method was developed through semi-directed interviews applied to the cooperating public of the study. These interviews were recorded in audio and later transcribed, the resulting texts passed through the technique of content analysis, from which the results of the investigation were extracted. Regarding the results obtained with the study, these indicated that the investigated institution offers a curricular unit (UC) directed to the teaching of ICT, in compliance with the brazilian legislation that supports this learning in the initial formation of teachers, however in the other UC, in the formative offer for the students, the integration of the learning with the ICT does not occur. From the perspective of the students interviewed, there is a conformity with their lack of preparation to undertake pedagogical practices intermediated by ICT in their future careers as teachers.
The present research focuses on how future teachers for elementary education are prepared professionally during their initial training in a brazilian private higher education institution in particular how the knowledge about pedagogical applicability of information and communication technologies (ICT) is embedded in these formations. This referes to the preparation that future teachers acquire during their undergraduate courses to apply pedagogically ICTs in the processes of teaching and learning in their teaching career in the classrooms of the basic education. The research focuses on the field of initial training practices for future teachers which will operate in brazilian basic education schools. This is justified by the findings that in terms of research there has been little orientation to study and understanding, by Higher Education Institutions (HEI), which offer initial teacher training courses to guarantee students the knowledge that will lead them in their professional practice to effectively insert and apply the pedagogical uses of ICT as an innovative tool in teaching and learning. This is an interpretative descriptive study, which follows a qualitative methodology, centered on a private institution of higher education that among other courses offers the initial teacher training. The qualitative method was developed through semi-directed interviews applied to the cooperating public of the study. These interviews were recorded in audio and later transcribed, the resulting texts passed through the technique of content analysis, from which the results of the investigation were extracted. Regarding the results obtained with the study, these indicated that the investigated institution offers a curricular unit (UC) directed to the teaching of ICT, in compliance with the brazilian legislation that supports this learning in the initial formation of teachers, however in the other UC, in the formative offer for the students, the integration of the learning with the ICT does not occur. From the perspective of the students interviewed, there is a conformity with their lack of preparation to undertake pedagogical practices intermediated by ICT in their future careers as teachers.
Descrição
Dissertação de mestrado, Educação (Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Formação inicial Professores Educação à distância Tecnologias da informação e da comunicação Teses de mestrado - 2018