A formação para o desenvolvimento de competências digitais: uma análise dos programas de pós-graduação em educação à luz do TPACK

Abstract

The growing presence of Digital Information and Communication Technologies in the process of education and learning makes it necessary to have, in an articulate and constant form, a wide process of staff training in all levels and areas of education. Therefore, this study deals with the curricular integration of technologies in graduate education as a way of professional formation in the area of Education. The purpose of this research is to analyze the formation offered by Graduate Education Programs to develop digital skills, through the lens of graduate students. The specific goals are: mapping the stricto sensu post-graduate programs in Education that contemplate knowledge of DTIC; identifying the main concepts and approaches that influence the curricular components of post-graduate programs in Education; analysing, from the perspective of graduate students, knowledge mobilized in the offered curricular components through the lens of the theoretical model TPACK; relating the analysis of the curricular components to the opinions of graduates, so as to identify the knowledge mobilized in the offered curricular components through the lens of the theoretical model TPACK. We propose a qualitative approach linked to the presuppositions of the Fundamental Data Theory, regarding both the explicative as well as the comprehensive dimensions, using as methodological resources a documental analysis and the use of questioners. We assume a TPACK (Technological Pedagogical Content Knowledge) by Koehler and Mishra, which allowed us to create parameters to identify knowledge within the curricular categorization as well as in the graduates’ responses. The qualitative analysis has allowed us to identify different approaches in the current curricular components, which contemplate theoretical, conceptual and technical dimensions. We observed both advancements and problems in the formation offered by Graduate Education Programs or the development of digital skills in the curricular area, which is attributed less to the presence or absence of discussions about technology and more to how the curriculums are organized. We hope to bring contributions to the discussions on DTIC and its repercussions as a central theme in education as well as to consider the need for the development of skills and competences to understand and participate in the digital world in a critical and reflexive manner.