TIC no ensino e na formação de professores: reflexões a partir da prática docente

• Autor(a) principal: Vasconcelos, Carlos Alberto de
• Data de Publicação: 2017
• Outros Autores: Oliveira, Eliane Vasconcelos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/7122
• topic: Tecnologias da informação e comunicação (TIC); Formação de professores; Prática docente; Sociedade tecnológica; Information and communication technologies; Teacher training; Teaching practice; Technological society

This text, arising reviews, inquiries and discussions in the Information and Communication Technology course (ICT) in education and teacher training, in 2015, offered by the Graduate Program in Science and Mathematics Teaching - PPGECIMA of Federal University of Sergipe (UFS). Aims to present reflections and results obtained through depositions, final productions developed in the course, as well as its effects on the development of knowledge of the participants with regard to technologies In the information society and, in particular, in teacher training and practice. So, we worked with a qualitative approach to research, having as instruments for data collection: texts written by the students at the end of the course, as well as a survey of the material published on the Facebook page created as an extension of the classroom, research Bibliography and journal entries. For the study and interpretation of the data we opted for the content analysis of Bardin (2011). In this discipline he privileged the discussion about the importance of ICTs and their influences in / to current society, specifically in education. After analyzing the students’ statements, it was possible to conclude that these reflections, as well as the debates and the productions developed during the course, provided the participants with moments of self-reflection and questioning regarding the teaching practice with the use of ICT. According to Nóvoa (2000), this reflection on practice should be part of the teacher’s routine.