The dispatch of the classroom and Digital Technologies

• Autor(a) principal: Dantas , Dina Mara Pinheiro
• Data de Publicação: 2020
• Outros Autores: Cristovam, Francisca Kelly Gomes, Araújo, Maria Jucineide, Brandão, Ivone Agra, Santana, Ajanayr Michelly Sobral, Pê, Simone Zeferino
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/10416
• topic: Formação de professores; Tecnologias digitais de informação e comunicação; Diretrizes curriculares nacionais; Currículo; Sala de aula.; Formación de profesores; Tecnologías digital de la información y la comunicación; Directrices del plan de estudios nacional; Plan de estudios; Aula.; Teacher training; Digital information and communication technologies; National curricular guidelines; Curriculum; Classroom.

This paper seeks to problematize the process of implementation of the national curricular guidelines for the training of teachers regarding the use of educational technologies in Higher Education Institutions. It seeks to identify how undergraduate courses have built in their curricula disciplines that meet the contemporary demands of digital information and communication technology (DICT) domains. The institution of a teacher training policy through the National Curricular Guidelines aimed, among other aspects, the training of teachers to articulate theory and practice in the use of DICTs. However, the adequacy of undergraduate courses for the inclusion of this competency in their curricula was little noticed. The hypothesis raised in this study is that, in spite of the legislation in force, teacher training programs still fall short of the demand for teachers from these institutions to be able to use DICT resources in the public school classroom. To verify the pertinence of this hypothesis, a documentary research was carried out in the teacher training programs of two important public universities in Minas Gerais, the State University of Minas Gerais and the Federal University of Minas Gerais. In this sense, we try to understand how the undergraduate courses of these two institutions have interpreted the legislation in the construction of their curricula, as well as in their practices.