Recontextualizações das tecnologias da Informação e da Comunicação (TIC) na Formação e no Trabalho Docente

Abstract

This dissertation aimed to analyze how Brazilian educational policies have recontextualized Information and Communication Technologies (ICT) and reconfigured teacher training and work. It discussed Fairclough's trend of commoditization, which shows changes in the order of discourse, questioning the hegemonic sense with which technologies have been designated towards technological substitution, undermining teacher training and work; and ICT as a mediating didactic resource in the teaching and learning process. As a theoretical-methodological framework, we assumed the Critical Discourse Analysis (CDA) as formulated by Norman Fairclough (2016), which reiterates the concept of recontextualization in the structural and scale perspective, highlighting current social changes. The analyses focus on two axes: (1) ICT from a dynamic perspective, adding values to education professionals and helping the teaching and learning process by means of free software; (2) ICT as a technological replacement, where we investigated international organizations (WB, UNESCO, OECD) and their strategies and guidelines for using technologies in education in peripheral countries where they are directed and displaced to the service sector based on the commodification of education, where the vast majority appear as conditionalities; and on the drafting of official documents of the Ministry of Education and Culture (LDB, DCNs, BNCCEM). Thus, our attention is directed to the meanings attributed to information and communication technologies according to the “commoditization” discourse based on the discursive practices present in the documents. Therefore, the relevance of this research allows one, from critically analyzing the documents, to visualize in the discourses, the presuppositions and what is implied in what is said, transcending what is apparent and showing the real meanings of the guidelines and formulations of transnational and national organizations in recontextualizing the ICT and its implications in teacher training and work. Based on critical reflections and linguistic inferences, we aimed to scale the political-ideological conception present in the discourses that are associated with the “techno-ideological imaginary” in promoting hegemonic formulations focused especially on the precariousness of teacher work and the consequent deinstitutionalization of public schools.