Competências digitais e currículo: um estudo a partir da formação inicial de professores no Brasil

Abstract

This text is part of the ongoing investigation developed in the Professional Master’s Degree in Education and Teaching (PROMESTRE) of the Faculty of Education (FaE) of the Federal University of Minas Gerais (UFMG), intitule “Digital Competencies in Initial Teacher Training: a case study of the IFNMG – Januária”. The objective of this article is to demonstrate, through curricular analysis, the development of digital competences for the initial training of teachers. Literature and our experience show that for the development of Digital Competencies to occur in initial training courses, it is necessary to rethink a curriculum that involves Competencies, skills and attitudes and that collaborates in the professional development of teachers for contemporary society. With a qualitative methodology, we will use theoretical reflections from works related to the Curriculum based on the authors Moreira e Silva (2002) and Arroyo (2007), Initial Formation; Instefjord (2018), Lima (2019), Digital Skills; Jiménez (2018, 2019) and Behar et al (2019), Digital culture; Lemos (2008) and digita technologies; with Kenski (2006). And, documental analysis of the Pedagogical Projects of the Courses (PPC), in which it is the instrument in which educational institutions demonstrate, through the curricular structure, the educational demands of society. Therefore, in view of the ongoing investigation and some analyzes carried out, it was possible to verify that reflection and practice about the use of Digital Technologies in teaching practice is still incipient in the curricula of the degrees. Considering that technologies are indispensable tools for the development of the potential of teaching practice, expanding the possibilities of educational interactions, it is essential that the reflection and development of DC be present in the curriculum of initial teacher education in Brazil.