Reflexos da formação docente – uso de tecnologias digitais na prática profissional

• Autor(a) principal: Almeida, Clarisse de Mendonça e
• Data de Publicação: 2022
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18025
• topic: Formação docente; Atuação docente; Tecnologias digitais; Teacher training; Teacher performance; Digital Technologies; CIENCIAS HUMANAS::EDUCACAO

In a context of easily accessible digital devices and subjects that are fulltime connected to the internet, the current research aims to identify whether teacher training undergraduate programs – taught online – form teachers that are promote a savvier use of technological resources in virtue of the methodology the chose for studying. Conversely, whether the distance educational trajectory – which presupposes heavy use of digital interfaces – finds itself disconnected to the social practices and students’ realities. We intent to reflect on the commonsense notion that graduates that come from distance education courses – and therefore have previously been immersed in digital platforms – make more frequent and meaningful uses of digital devices in their teaching practices, when compared to their peers that have graduated from on-site courses. Also, we aim to investigate whether they develop the necessary competencies that are required for teaching nowadays. This is descriptive research of a quantitative and qualitative nature that combines two methods - semi-structured interview and questionnaire - aiming to understand the phenomena in their complexity. The data collection was carried out in two stages: a semi-structured interview followed by a questionnaire. For the theoretical framework, we made use of Masetto (2018), Gatti (2016) and Kenski (2016) to discuss teacher training; Hargreaves (2003) to discuss knowledge society and Moran (2018) to discuss the realities of face-to-face and distance educations. On aspect that came to light during the research was the relationship between teaching and curiosity as a key factor for the incorporation of digital technologies in professional practice. There is a clear acknowledgement of the lack of necessary infrastructure in institutions in terms of tools and internet connectivity. Confronted with this, what we were able to observe are educators motivated to investigate and discover new possible paths for a teaching more attuned to the reality of society.