Educação em ciências na cultura digital: dos PPC às compreensões de licenciandos (as) sobre integração curricular das tecnologias

Abstract

Through digital information and communication technologies (TDIC), the emergence of new forms of access and production of knowledge happens, directly influencing education at all levels of education. As a result, as a training environment, the school has also been facing new challenges and looking for ways to promote pedagogical proposals that consider these innovations. A fundamental axis within this perspective is the teacher training, which needs to offer subsidies for a pedagogical practice consistent with the needs of the teaching and learning processes in the context of digital culture. In this scenario, this research analyzed how the students of on-campus undergraduate courses in Physics, Chemistry and Biological Sciences of a public higher education institution in Minas Gerais understand their initial training for the pedagogical use of TDIC integrated into the school curriculum. The methodological organization is based on the premises of qualitative research and the investigative path is initially composed by the collection and analysis of documentary data from the pedagogical projects of the undergraduate courses (locus of the research); then, by applying a questionnaire to undergraduate students who are finishing their undergraduate course and have already experienced subjects that address the theme of technologies in education as well as internship situations. Finally, the data from the questionnaire served as a basis for conducting semi-structured interviews with the participants (who indicated their interest in participating in the interview) to deepen the information on the subject investigated. The result of the triangulation of the data showed that, although the undergraduate students consider initial training important for the integration of TDIC in the curriculum, it is still something that is far from actually happening; among the reasons is: the non-linearity of discussions during graduation; the scarcity of approaches with this focus (mainly related to science teaching) and the lack of moments of reflection and practice on the pedagogical use of these tools. The undergraduate students' understandings are, therefore, more focused on the utilitarian aspect of the use of TDIC, as well as the lack of understanding about what it would in fact be to integrate TDIC into the curriculum. By raising reflections on the undergraduate students' understandings, this research hopes to bring contributions to future scenarios of initial teacher training courses within the perspective of the curricular integration of TDIC.