As proposições formativas das diretrizes curriculares nacionais na formação inicial docente para uso de tecnologias : estado do conhecimento

Abstract

The Master dissertation presents the results of a State of Knowledge type research that had as a general aim to understand, based on research in the area, which training to use ICT has been carried out from the National Curricular Guidelines. For the research corpus we used systematic review techniques, and in relation to data analysis, the option was the content analysis of the fifty-three works analyzed. From data analysis, it was possible to create three thematic axes: the first Thematic Axis – Insights on training proposals with ICT in the NCG; the 2nd Thematic

Axis – Insights on initial training and ICT; and the 3rd Thematic Axis – Insights on critical- reflective approach to training for the use of ICT. From data analysis and theoretical framework

we have the State of Knowledge with the following results: incongruity in the implementation of ICT in education and in teachers’ training meeting conditionalities imposed by international organizations; recurrence in the guidelines for instrumental and deterministic approach; the trend in competency-based training and the gap in the need to strengthen the planning of initial training for the use of ICT in critical bias. The research is part of the Education Post-Graduation Program, of the Federal University of Mato Grosso, in the research line School Organization, Training and Pedagogical Practices, in the scope of LêTECE Research Group – Laboratory of studies on Information and Communication Technologies in Education.