Formação de professores para o uso de tecnologias educacionais: uma análise do estado do conhecimento

Abstract

This monograph is the result of the conclusion of the Specialization Course in Educational Management of the Graduate Program in Public Policies and Educational Management at the Federal University of Santa Maria (UFSM-RS). The research sought, from the State of Knowledge, to analyze the scientific productions about public policies for the integration of Information and Communication Technologies (ICT) in the school context, as well as the processes of teacher training to work with ICTs. For specific objectives, it prioritizes: Identifying legal theoretical constructs in the context of public policies for initial and continuing teacher training for the integration of ICT; Recognize the scientific publications in the IBICT database referring to the initial and continuing training of teachers to work with ICT; To analyze the scientific production on public policies for teacher training for the integration of ICT in the context of teaching practice. The theoretical framework is organized based on authors such as Imbernón (2009; 2016), Sampaio and Leite (2013), Kenski (2012; 2014), Moran (2013), among others. Thus, from a search in IBICT journals, with the descriptors Educational Technologies; Teacher training; Basic Education, a total of 164 publications were obtained as an initial result, which were analyzed and selected according to the approach to the theme of the present work, until a total of 8 publications was reached. These were analyzed based on legislation and referenced authors. With this, it was concluded, in general, that there is a need to formulate policies that are more articulated with the context and with the training needs of teachers, both in initial and continuing education. These formations contribute to the development of the teachers' technological-pedagogical fluency, in order to qualify the teaching practices. Also, it is necessary to rethink the policies that guide the integration of ICT in education, seeking to know the realities and needs of schools, to later think of models to seek technological integration in schools.