As tecnologias digitais na formação das(os) futuras(os) professoras(es) em um instituto de educação no Estado do Rio de Janeiro/BR

Abstract

This dissertation aims to investigate how senses attributed to the uses of mobile devices in the classroom by teacher-training teachers guide the ways in which digital technologies are incorporated into the training processes of future professionals, in a context in which scientific and technological development has profoundly altered the ways in which people relate to time and space, bringing about radical changes in the contemporary scenario. The research was conducted in a teacher training institution in the Normal High School modality that integrates the state education network, and consisted in the accompaniment of the classes of the discipline Integration of the Media and New Technologies" (IMNT), during the second semester of the 2017 school year. In addition to classroom observations, interviews were conducted with teachers who taught the discipline. In the analysis of interviews, made from the contributions of reflections that, in the field of curriculum, are oriented by post-structuralist and post-colonial perspectives, the categories of culture and control emerged as central categories to think the production of the curriculum in relation to the articulation with the uses of the digital technologies. Categories thought in a way that can contribute in an attempt to respond to the difficulties narrated by teachers and observed by the researcher for the incorporation of technologies into pedagogical practices, in addition to the idea that they are the support to dynamize the classes.