Rumo a uma pedagogia social da tecnologia: estudos introdutórios sobre a formação crítica em tecnologias da informação e comunicação dos professores das licenciaturas da FaE/UFMG

Abstract

The research presented aimed to check the possible critical potential of UFMG Faculty of Education`s teachers to a thought-proposal approach of a Social Technology Education (TAVARES, 2014, p.429). For that purpose, it was used the following document databases: platforms "Lattes" and "SomosUFMG", care protocols` notebooks, support request emails, the Faculty`s IT personnel services, as well as courses` plans and respective syllabus of subjects taught by in-the-field teachers in the institution, seeking to raise, among other data related to the topic of this research, their academic productions, instrumental skills in Information and Communication Technologies (ICT), as well as direct non-participant observation. As bibliographic reference was used mainly the works of: Grespan (2014), Dantas (2003), Tavares (2004), Tavares and Gomes (2014) and others, due to the depth of their analysis of the relationship between information technology, communication, the capitalist system and teacher training and work. Analysis of the data indicated assumes that teachers have a strong tendency to probably be fine-tuned with the formulation of a Social Technology Education. On the other hand, it reveals that there still is an elementary teacher instruction in information and communication technologies in its relationship with education, both in its instrumental and critical-political aspects. From what was analyzed, it means there is a need for joint development of a probable Training Plan, which involves the systematic implementation of various training activities, among which Education and ICT courses, but in a perspective which, indeed, be critical, that is, one that analyzes and reflects on the nature of the exploitation and oppression to which the majority of the population is subjected in capitalist society, as well as its socio-political and economic conditions, aiming at the ideal of social transformation. This training plan can compose, necessarily, a continued institutional policy for didactic higher education teachers` training, which is the design-action resulting from this research as a proposal to be implemented in the University.