Tecnologias digitais e a prática docente em ciências e biologia: estudo sobre a formação inicial de cursos de educação à distância da UFPB

• Autor(a) principal: Nascimento, Genoveva Batista do
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/21016
• topic: Educação a distância; Formação inicial - Ciências e Biologia; Tecnologias digitais de informação e comunicação; Recursos pedagógicos; Grounded theory; Distance education; Initial education - Sciences and Biology; Digital information and communication technologies; Pedagogical resources; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The research is based on the dynamic and accelerated process of contemporary social change related to the advance and the need to use Digital Information and Communication Technologies (DICT) in the context of the initial teacher qualification in Distance Education (DE), above all, to think of directions that develop the skills and competencies of teachers related to pedagogical practices through these technologies. The general objective was to understand the initial qualification related to the pedagogical practices of Science and Biology female teachers, qualified in Distance Education, concerning to the use of digital technologies as a pedagogical resource, based on the narratives of these teachers. It is characterized as a qualitative study, anchored in Strauss and Corbin's Grounded Theory research and analysis method. Structured interviews were conducted with two female teachers of Biological Sciences and one of Natural Sciences who had graduated in the distance modality from UFPB and who worked as teachers in public schools in the city of Diamante - PB. The results indicated through the narratives of the participating teachers that teaching in DE is an opportunity for qualifying due to the aspect in which the modality is presented. They emphasized that the needs during the course were related to the absence of laboratories for practical classes and to the access to the system due to internet instability. They recognized that the methodologies applied during the course were innovative and stated that they began to insert and use these methodologies and the digital technologies in their teaching practices based on this experience and emphasized that they recognize that the use of digital technologies is a challenge that needs to be overcome. They also demonstrated interest and curiosity in applying these technologies in their teaching practices and understood that these technologies can become useful teaching aids. We conclude that the DE training allowed a closer relationship with digital technologies due to the need to use them to monitor and comply with the subjects and activities throughout the course, and this ability regarding the technologies developed during the course allowed them to be used in teaching practice through the insertion of these technologies in the development of teaching activities. Therefore, it is evident that the spaces for initial education in DE need to teach the use of digital technologies in a pedagogical manner, in addition to the technical aspects, and, we emphasize, that initial teacher education in any modality or any degree needs to be designed and structured with precepts that train in the context of digital culture.