Diálogos com egressos de Ciências Biológicas da Faculdade de Formação de Professores UERJ sobre as Tecnologias de Informação e Comunicação

Abstract

The employment opportunities of information and communication technologies (ICTs) as methodology in science education are the theme of this research. To structure it theoretically it was dismembered in topics that analyzed the socio-cultural context in which these technologies have emerged and been consolidated as resources facilitators of human life. We address the requirements of cognitive capitalism, the role of the school and the learning modalities and language emerged from the Cyberculture (LEVY 1999) marked by decentralization of knowledge and by the Constitution of knowledge mosaic (MARTÍN-BARBERO, 2014) of which young people are provided with the access in educational spaces. We dialogue with Carlos Marcelo Garcia, Paulo Feire, Antonio Nóvoa, Maurice Tardif, Menga Ludke and Luiz Alberto Boing about training, professional development and professional components of teaching and the viable ICTs influences in these areas. On a route more specific, we headed to the Faculty of Teacher Training (FFP) linked to the Rio de Janeiro State University (UERJ) and the teachers graduates in biological sciences as subjects, electing the semi-structured interviews as approach. Due to the fact the subject get introduced relatively recent work for us, we took the exploratory research as a methodological path. Data obtained was analyzed through the thematization as proposed by Fontoura (2011b) and the statements of 06 (six) teachers were analyzed in order to establish the results, which showed the ease of use of ICTs in science education as resources for showing images and videos, showing by some, appropriations to authorship and criticality. There was no emphasis on the part of employees to the presence of ICTs in their formative processes. The option for a study with graduates high lightened some of the actions developed by the University and opened spaces for observation of pedagogical methodologies employed in classrooms.