Formação docente, TDIC e novas qualificações no capitalismo contemporâneo: uma análise do papel desempenhado pelo Banco Mundial na formação docente inicial na USP e UNICAMP

Abstract

This research has as object of analysis influences and determinations of the World Bank, supported by the national educational policies, the insertion of digital information and communication technologies (DICT), in initial teacher training courses at USP and Unicamp. The theoretical framework adopted, based on an unorthodox Marxism, is based on discussions that, when it is inserted the context of contemporary capitalism, dealing with issues related to the world of work, teacher training focused, too, for the use of technologies, qualification to meet the demands of the current Toyotist production system and the role exercised by the education in this process. Therefore, it is presupposed that multilateral organizations play a key role in relation to pressures for the use of the technologies part effectively in the degree courses, pressures these corroborated and endorsed by educational policies directed to higher education. The purpose of this research was to identify, analyze and characterize the relationship between the teacher training courses, at USP and Unicamp, the integration of DICT and the national and international influences so that it meets the requirements placed by the capitalist system, these needs based, too, in the acquisition of skills and competencies in the use of various technologies. In the development of research, exploratory and descriptive type, the methodological way approached was the analysis, in a free and indirect observation method, World Bank documents, educational policies for higher education, curricular matrices and menus of the disciplines of graduate courses at USP and Unicamp. From the analysis of the data found that there is a considerable number of disciplines whose objective is focused on the integration of DICT in the teaching-learning process, however, the majority is limited to equipthe future teachers, not offering them the same opportunity of an approach of information and communication technologies in a critical perspective.