Resumo:
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.
