Tecnologias da informação e da comunicação e formação de professores: um estudo em cursos de licenciatura de uma universidade privada

Abstract

Among social, economic, political and cultural transformations over the last years, the education has also been changed. One of the motivating factors for such changes is the fast insertion of information technologies and communication in society that has led to new forms to produce and share goods, knowledge and the way work is organized. Following such changes in education in the last fifteen years, this research has analyzed the teachers initial education for the Basic Education level in a private university focusing aspects on the introduction of information technologies and communication. For this purpose, a quantitative and qualitative approach investigation was undertaken which has used research tools as document analysis, survey, observation and interviews. During the first term of 2010, it was researched: 9 Bachelor or Arts courses (Biology, Physical Education, Philosophy, Physics, Geography, History, Literature, Mathematics and Pedagogy), 318 undergraduate students have answered the survey, and 12 individuals were interviewed, among them 9 students and 3 teachers. An effort was done and this research has sought to answer the following questions: how technologies have been used in the teachers initial education courses? Will the education that has been using computers/internet afford to articulate these means with the pedagogical dimension? After all, what changes with the arrival of these technological instruments at schools and on the teachers education in terms of classroom/school premises and pedagogical conceptions? Permeated by several issues, and despite the fact that the majority of the researched individuals consider the use of technologies in teachers´ education very important, it has been realized that this use is still incipient. In addition, even having a National Regulation that requires the use of such resources, projects and initiatives in the teachers education are taken isolated in some courses and departments. Finally, it is noticed that it will take a long time before some change in pedagogical propositions or collaborative action on the use of these technologies can be really considered