Tecnologias digitais na formação inicial de professores em análise: os projetos dos cursos de licenciatura em matemática do Nordeste

Abstract

The digital age has transformed the way people communicate, especially in school education. Thus, it is important that the teacher is trained to know how to use digital technological resources in his work routine. Therefore, the objective of this work is to identify how the PPC of graduation curse in mathematics in the Northeast that made the reformulations instituted in CNE/CP Resolution 02/2015 contemplate digital technologies in teacher education. The theory was anchored in the model of pedagogical technological knowledge of the contents of Mishra and Koehler (2006). It is, therefore, a qualitative research of the documentary analysis type. Teaching, research andextension activities were identified that allow the undergraduate to develop both technological knowledge and technological pedagogical knowledge of the content in the federal and state Higher Education Institutions.