Práticas pedagógicas com tecnologias digitais: compreensões de docentes do curso de Pedagogia da Faculdade do Nordeste da Bahia

Abstract

Pedagogical practices in the educational context, when carried out intentionally, enable an effective teaching and learning process, contributing to the formation of an autonomous, critical student who is the protagonist of their own learning. In today's context, marked by digital culture, these practices must keep pace with the changes that society is going through, giving students the opportunity to learn using digital technologies, so that they feel valued according to the characteristics of their time. In view of this, the general aim of this thesis is to understand how the pedagogical practices of teachers on the FANEB Pedagogy course, mediated by digital technologies, can contribute to the training of critical pedagogues in relation to the use of these technologies in their future profession. In order to achieve this objective, the following specific objectives were listed: to analyze the relationship between teachers and digital technologies and their didactics; to characterize the pedagogical practices of these teachers, looking for signs of overcoming the instrumental use of digital technologies; to identify elements in the teachers' pedagogical practices with digital technologies that underpin the processes of use, integration and appropriation; to verify the role of digital technologies in the Pedagogical Project of the Pedagogy Course (PPC) at FANEB. Methodologically, this research adopted an interpretative qualitative approach, due to the subjectivity with which it analyzes the phenomenon under study and the possibility of different perspectives on the part of the researcher. As for the procedures for generating data, bibliographical research was used, through the State of Knowledge, field research and document analysis, based on the Pedagogy PPC of the institution in question. With regard to the instruments used to generate data, questionnaires were administered to 12 teachers, semi-structured interviews were conducted with 6 teachers and a document analysis was carried out of the Pedagogy PPC of the institution where the research was carried out. Bardin's Content Analysis was used to process the data, based on the creation of eight categories: (1) conceptions of pedagogical practices; (2) the role of digital technologies in FANEB's Pedagogy PPC; (3) experiences with digital technologies at FANEB; (4) teachers learning from students; (5) teaching difficulties in using digital technologies at FANEB; (6) possibilities for using digital technologies when you become a teacher; (7) continuing teacher training; (8) critical conception of digital technologies. The results showed that, in relation to pedagogical practices mediated by digital technologies in the Pedagogy course at FANEB, teachers make significant and critical use of these technologies, as well as working with students on the critical issues inherent in them. In addition, the results show that there are real possibilities for students on this course, when they enter teaching, to use digital technologies in their teaching practices, stimulated by what they have learned and experienced during their undergraduate studies, taking into account their formative memories.