Caminhos da integração entre Tecnologias Digitais da Informação e Comunicação (TDIC) e a educação: um estudo acerca da formação inicial nos cursos de Letras Português e/ou Inglês das Universidades Federais dos estados da região sul

Abstract

Current society is surrounded by accelerated changes in the most varied sectors, consequently Education also receives influences from this digital technological era. Digital Information and Communication Technologies (DICT) represent important resources to be used for pedagogical purposes and can enhance and innovate the way of teaching. CNE/CP Resolution No. 2, of July 1, 2015, which defines the National Curricular Guidelines for initial training at higher education (degree courses, pedagogical training courses for graduates and second-degree courses) and for continuing training, indicates that initial training must lead teachers to the competent use of Information and Communication Technologies (ICT) to improve pedagogical practice and expand the cultural training of teachers and students. With this argument, this dissertation aims to understand how the curricular matrices of Portuguese and/or English Language courses at Federal Universities in the Southern Region provide training in relation to the use of ICDT. This investigative work of a documentary nature takes as a reference the consultation of the legal documents of the courses mentioned above, such as the Political Projects of the Course (PPC) and uses a qualitative approach. The Comparative Education Method was used to outline the research paths, enabling the result. After analyzing the curricular matrices of the courses, it was possible to verify that the majority of them covered the topic of DICT in mandatory subjects, representing a positive aspect in relation to the training preparation of these teachers, however, the ideal scenario would be offering mandatory subjects for all courses, since electives, whether or not they are the graduate's choice, run the risk of not having contact with the topic during their training. Considering that eight years have passed since Resolution 02/2015, there is an urgency for the teacher training process to consider the preparation of these professionals for the competent use of ICDT, thus contributing to the improvement of pedagogical practice, as the proportion of the advancement of technological discoveries is great, and teaching activity increasingly needs this update to digital culture, since education is conditioned by the social context inserted. In this sense, initial teacher training should not disregard, or leave secondary, the preparation of teachers for this topic that is part of the lives of contemporary professionals and students.