Tecnologias da Informação e Comunicação na formação de professores de Ciências na UFG: direcionamentos nos projetos pedagógicos de curso
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2018-06
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Since the 1990s, with the publication of the National Curriculum Parameters, technologies have come to constitute training axes for high school. This perspective was also reflected in the teacher training resolutions published in 2002 and 2015 that started to direct the undergraduate courses, also towards the insertion of the Information and Communication Technologies (TIC) approach. Considering this context, the present research was developed from the documentary analysis of three Pedagogical Course Projects (PPC) of undergraduate courses in Sciences (Biology, Physics and Chemistry) at the Federal University of Goiás, seeking to identify elements that characterize the form of insertion of ICT in these documents that guide teacher training. Two analytical categories are discussed: Compliance with Regulations and Reconfiguration of Regulations. It was possible to perceive that the PPCs meet the resolutionsbutreconfigure the insertion of ICTs offering optional subjects and not necessarily the mandatory ones to approach the technologies. This reconfiguration may not equip future teachers to work with technologies in the context of their subjects in Basic Education.
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Tecnologias educacionais, Formação de professores, Biologia, Física, Educational technologies, Teacher training, Biology, Physics, Chemistry
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SIQUEIRA, Ana Clara Meirelles de Pina; SOARES, Márlon Herbert Flora Barbosa; MESQUITA, Nyuara Araújo da Silva. Tecnologias da Informação e Comunicação na formação de professores de Ciências na UFG: direcionamentos nos projetos pedagógicos de curso. Ensino & Multidisciplinaridade, São Luís, v. 4, n. 1, p. 1-12, jan./jun. 2021. Disponível em: https://periodicoseletronicos.ufma.br/index.php/ens-multidisciplinaridade/article/view/14663. Acesso em: 22 mar. 2024.