Novas tecnologias de informação e comunicação nos processos formativos do curso de formação de docentes do Colégio Estadual de Pato Branco Pr

Abstract

This research sought, in the light of the concept of reflective education, to investigate the formative processes related to the appropriation and use of New Information and Communication Technologies by teachers and students of the Teacher Training Course for Early Childhood Education and the initial years of Elementary School, in the Vocational modality, at high school level, at the College of Pato Branco in Paraná State. The research has theoretical support in reflective education, in the authors John Dewey, Donald Schön, José Carlos Libâneo, António Sampaio da Nóvoa, José Gimeno Sacristán, Lee Shulman and Paulo Freire, as well as those who problematize the use of NTIC in the school context as Sidney Leavitt Pressey, Burrhus Frederic Skinner, Seymour A. Papert, Vani Moreira Kenski and José Manuel Moran, and cyberculture as Pierre Lévy. The research was characterized as exploratory, of qualitative approach by intentional sampling, having teachers, students and educational managers as participants. The field stage, which took place in the 1st quarter of 2023, employed data collection through classes and interviews through focus group inference. In addition to this data collection instrument, the course's guiding documents were analyzed. The data obtained were analyzed using the Content Analysis technique, aided by the Atlas.ti tool, which revealed that regarding the paths taken by education in relation to the inclusion of technology in the official course documentation, there were opportunities for professors to participate, but the process was slow, not even a glimmer of a reflection on the possibility of including a discipline involving NICT is envisaged. As for the deductions from the analysis of the Focus Group with the students, it was evident that the appropriation of the NICT was shallow, superficial, and inconsistent, as well as notorious the prompting, the urgency of a discipline similar to the NICT inserted in the Teacher Training course. We conclude that education is experiencing a great conflict; there is awareness of the importance of technology, however, the lack of resources and the need to intensify continuing education in this area is evident.