Tecnologias da Informação e da Comunicação na formação didático-pedagógica de licenciandos da UFPel.

Abstract

The use of Information and Communication Technologies (ICT) in Education brings the peculiar formative needs of the teacher/licenciando to qualify the relations between these areas. The figure of the teacher/licenciando emerges as a watershed between more or less significant experiences and determining to potentiate them. The present work focuses on the didactic-pedagogical approaches and / or relations that the licenciandos have on ICT and Education in the undergraduate courses of UFPel. The research was made using the Survey method and online questionnaire applied to professors and graduates of the undergraduate programs of UFPel, to investigate their approaches related to ICT. We used, among others, the theoretical contributions of Kenski (2012); Castells (1999); Schaff (1995); Toffler (1980); Dowbor (2001); Keen (2009, 2012); Turkle (2012); Chatfield (2012); Lipovetsky (2007); Lipovetsky and Serroy (2011); Larrosa (2002); Pino (2005); Veen and Vrakking (2009); Perrenoud (2000); Cortelazzo (1999), Garcia (1999), Pretto and Pinto (2006), Hilu and Torres (2014); Freire (1996); Schön (2000); Mizukami (2010); Nóvoa (2007); Eisner (1985); Stolovitch and La Roque (1983); Drucker (1993); Soares and Cunha (2010); Almeida (2000); Lapointe (1990); Bertrand (2001). The results indicate, among other things, that ICT is present in the training of UFPel's graduates and that there is the use of these, albeit in a way that is far from idealized for a more in-depth training, as well as a lack of adequate laboratories and equipment, besides of broad access, so that the effective development of didactic-pedagogical activities related to ICT takes place. Although they pointed out by teachers and graduates, the needs related to the learning of didactic-pedagogical employment of ICT do not demonstrate that there is an objective understanding and systematization of how this type of use is satisfactorily given. There is also no understanding of what this type of training can represent in the sphere of initial teacher training, as well as being effectively materialized in their professional life. In spite of this, the graduates consider themselves, for the most part, motivated and prepared to mediate educational practices using ICT.