Formação inicial docente em tempos digitais : a cultura digital no currículo dos cursos de Letras das instituições públicas do Rio Grande do Sul

Abstract

The advancement of Digital Information and Communication Technologies (DICT) has reconfigured the ways of teaching, learning, and interacting with knowledge, requiring new skills and critical perspectives from pre-service teacher training. In view of this, this dissertation, linked to PPGEdu/UCS, research line Educational Processes, Languages, Technologies, and Inclusion, aimed to analyze how undergraduate courses in Languages (Portuguese and Foreign Languages) at public institutions in Rio Grande do Sul have incorporated in their Course Pedagogical Projects (PPCs), themes related to TDICs, digital culture, and critical training for teaching in the contemporary context. The research corpus consisted of PPCs from 11 public higher education institutions, which were analyzed using Discursive Textual Analysis (ATD), based on theoretically grounded categories and subcategories. The units of meaning were organized into five networks of meaning: (1) Conceptions of Teacher Training in the Digital Age; (2) TDICs and Pedagogical Innovation in the Training Curriculum; (3) TDICs, Social Justice, and Digital Citizenship; (4) Multiliteracies and the Expansion of Language Practices in Teacher Training; and (5) Articulation between Educational Policies, Curriculum, and Technologies. The results show that the institutions investigated incorporate the central themes of the research unevenly, with the use of technologies as methodological tools being more recurrent, to the detriment of critical, reflective, and formative approaches to digital culture. The presence of the hidden curriculum as a space for formative potential was also noted, although it was not intentionally explored. The research contributes to the debate on teacher training in the digital age by highlighting gaps, advances, and possibilities for reframing undergraduate curricula in dialogue with the demands of contemporary education. [resumo fornecido pelo autor]