Reflexões sobre a presença de elementos que instrumentalizem os professores em formação para o uso das TDICs em cursos de licenciatura da UFRN
The curricular structure of the undergraduate curricula that are offered at the Federal University of Rio Grande do Norte (UFRN) and that form teachers to be inserted in Basic Education (EB), specifically in the Elementary School Final Years, present forms of curricular organization in a way that pr...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/53251 |
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| Resumo: | The curricular structure of the undergraduate curricula that are offered at the Federal University of Rio Grande do Norte (UFRN) and that form teachers to be inserted in Basic Education (EB), specifically in the Elementary School Final Years, present forms of curricular organization in a way that provides the student access to knowledge about the teaching and learning processes, with training that covers historical, philosophical, social and also technological content. The courses that comprise the EB and are part of this study are: Visual Arts, Biological Sciences, Physical Education, Geography, History, English Language, Portuguese Language, and Mathematics and had their respective Course Pedagogical Project (PPC) analyzed in order to know the curricular structure of each of them. These courses present a digital document which is available for access on UFRN's website. The objective of this study is to present the elements that enable teachers in training to use ICTs, within the curricular components of the undergraduate courses offered by UFRN. The study chose to carry out a qualitative research; as to the objectives, descriptive; as to the procedures, bibliographic; and documentary. The following authors constitute the theoretical framework: Belloni (2012), Pereira (2011), Toledo (2003), Castells (2000, 2013), Prensky (2001), among others. After all the surveys conducted through this research, based on the data collected and referenced by renowned authors, we conclude that there are few disciplines that enable graduates to use ICTs for teaching practice that makes use of digital technologies consciously, setting goals for a better teaching. |
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