Tecnologias digitais e a prática docente nos cursos de licenciatura em história e matemática

Abstract

The present research aims to investigate how digital technologies are being articulated the teaching practice in the training of students in undergraduate courses in history and mathematics of a university in the countryside of the state Rio Grande do Sul. The theoretical framework has its base on the concepts of digital technologies, digital culture, cyberculture, cyberspace, teacher training, education degree and teaching practice in higher education. Among the most important authors are Vani Moreira Kenski, Pierre Lévy, André Lemos, Maurice Tardif, Maria Cândida Moraes, Manuel Castells and Paulo Freire. The corpus of the research constitutes from the realization of a focus group carried out with the students of the internship subjects and with the students of the Programa Institucional de Iniciação à Docência (PIBID) of the undergraduate courses in history and mathematics. The datas were analyzed using the discursive textual analysis method according to Moraes and Galiazzi (2011). From the analysis we present the following emerging categories: use of technology as a resource; use of technology for the education degree students to learn the content to don’t apply to their teaching practice; difficulty in transposing what has been learned to the teaching activity; detachment from traditional forms of teaching; infrastructure difficulties to use technologies in the classroom; poor qualification of teachers to use technologies; change of paradigm to use digital technologies and offer of pedagogical disciplines in undergraduate degrees. After articulating these categories based on the theoretical framework, it was possible to identify that digital technologies are being articulated the teacher training in undergraduate courses in history and mathematics as a method of learning, where the teacher uses digital technologies, so that his student learns the content of discipline. Through the reports, it is possible to say that there were indications of the teachers to make students look for the knowledge and the exploitation of these resources, being the responsibility of these students the reflection on these practices in order to try to transpose them to their teaching action. The results indicate that we are in a moment of transition, in which pedagogical practices contemplate the use of technologies as a resource with the potential to teach and learn its programmatic content, and it is up to the education degree student to reflect and transpose this form of teaching to his/her teaching activity. These practices are related to tips and 12 suggestion sites, educational software among other resources, encouraging the education degree student to search deeply these forms of teaching. Even though there are no specific subjects related to teaching through digital technologies, the course offers important experiences when the teacher in training is aware of his/her role and has the ability to reflect on the numerous practices experienced in the education degree course for his teaching practice.