O estágio supervisionado e a formação de professores para o uso das tecnologias

Abstract

The first experiences of training in Brazil with the use of technologies have begun in the 1940s with the use of radio in distance education. In the following years, television and the computer have started to mediate not only the basic formations, but also the processes of teacher training. The technicist use of technologies in the dictatorship period is rethought and the critical educational thought and the new public policies arise with guidelines for technological mediation in the processes of teaching learning. However, studies show that teacher training for this purpose has not accompanied the evolution of the use of technologies in the daily life of society, resulting in a mismatch between academic training and training as a subject that is expected to happen in school period.Taking into account the need for improvement of initial teacher training and the period of supervised internship as a moment of reflexive and critical formation and articulation between theory and pedagogical practice, this research presented information about the offer or not of courses that prepare the teacher of basic education for the pedagogical use of technologies and verified how the dialogue between theory and pedagogical practice occurs during the period of supervised training.In the first stage of the research, a documentary survey was carried out with first-hand sources of official documents from the universities where the two study groups composed by undergraduate students attending the supervised internship period and the survey-type methodology with questionnaires and interviews to obtain information on theoretical training for the use of technologies in the teaching and learning process of these students. In the second stage, the research methodology of the survey type was used, in which the pedagogical practices experienced in supervised training were defined, as well as the internship characteristics and the theoretical-practical articulation in the use of educational technologies.