Implantação e desenvolvimento da formação continuada dos Núcleos de Tecnologia Educacional (NTE/RS) nos (inter)ditos dos professores formadores

Abstract

Considering the characteristics of the Information and Communication Society, combined with the need to renew the ways of teaching and learning with regard to the i nsertion of Information and Communication Technologies, it is presented: Implementation and development of the continuing education of the Research Centers Educational Technology NTE / RS in the (inter) sayings of teacher educators in which the continuing teacher education offered by NTE / RS was investigated. In this context, the present the general objective of this thesis was: To analyze, from the perspective of the teacher educators, how the process of implantation and development of the proposal for c ontinuing education offered by the Educational Technology Centers (NTE) to the teachers of the Network is constituted. State Public School of Basic Education teaching in Rio Grande do Sul and what knowledge announce mobilize in these formations. And as spe cific objectives: To know the process of implantation of NTE in the scope of Rio Grande do Sul; describe the theoretical, methodological and pedagogical assumptions adopted during the planning and development of the continuing education proposals offered b y NTE / RS to teachers of Basic Education and identify what knowledge / knowledge announced by teacher educators when reporting their practice at NTE. Based on these objectives, the following Thesis is defended: the continuing education offered by NTE / RS to Basic Education teachers goes beyond technical instrumentalization with regard to the use of ICT. To meet the proposed objectives, the theoretical framework was based on documentary sources such as decrees, laws and ordinances that guide educational po licies in the country, complemented by the bibliographic review of articles, research and printed and digital works, focusing on the following authors: Castells ( 1999) and Schaff (1995) for discussions on the Information and Communication Society, Nóvoa ( 1992) and Imbernón (2009) for Continuing Teacher Education, Tardif (2002) and Pimenta (2012) for teaching knowledge and Kenski (2007) and Moraes (1997) to suggest a new thought in order to support the proposals for continuing education of teachers, in addi tion to other researchers who were necessary to complement the proposed theoretical discussions. Methodologically the research has a qualitative approach, having 06 NTE / RS as context. Data collection took place during the second half of 2018, through sem i structured interviews. The results show that the teacher educators perceive the continuing education offered by NTE as a space for the qualification and awareness of the student teacher regarding ICT and announced the mobilization of professional trainin g knowledge linked to the knowledge of experience and computer didactic knowledge. They also highlight the efforts made by teacher educators to develop proposals for continuing education that lead to overcoming the technical instrumentalization of teachers in ICT; however, there are still barriers to be overcome, such as discontinuities in public policies, resistance to ICTs, in addition to the need to develop new thinking to guide the teacher training proposals developed by the NTE / RS in order to meet th teacher training proposals developed by the NTE / RS in order to meet the demands e demands of the information society. information and communication.of the information society. information and communication.