Formação Inicial de professoras em tempos vir[tu]ais: sentidos e significados de licenciandas em Pedagogia da UFBA

Abstract

This dissertation aims to analyze how the teachers in training of the Pedagogy course at the Federal University of Bahia conceive digital technologies. In this investigation, “teachers in training” is understood as the group of undergraduates enrolled in the Pedagogy course at UFBA, in view of the historical predominance of women. In this way, the research question is presented as follows: How do the teachers in training process of the Pedagogy course at the Federal University of Bahia conceive digital technologies? For theoretical and analytical foundation, authors focused on Teacher Education were selected, such as Curado Silva (2021b; 2021b; 2018; 2017; 2008), Imbernón (2011), Freire (2021; 2020) and Esteban (2005); as well as authors who dedicate their research to Digital Technologies, Digital Culture and Education, such as Pretto (2017; 2013), Castells (2008), Bonilla (2019), Edméa Santos (2019) and Evangelista (2021); in addition to theorists related to Curriculum studies such as Arroyo (2013), Pacheco (2005; 2001), Roldão (1999) and Macedo (2017). As methodological procedures, a qualitative research approach was chosen, with a descriptive-analytical nature, with the adoption of participant research (BRANDÃO; STRECK, 2006; FREIRE, 2021) to understand the meanings and perceptions attributed by teachers in Pedagogy training when it comes to digital technologies in their trajectory of initial training; and documentary research to analyze the legal documents of Brazilian Education and the Course's Political-Pedagogical Project. Semi-structured interviews were used as a research instrument, with the participation of undergraduates in Pedagogy who agreed to participate in the research and signed the Informed Consent Form, authorizing the recording of the interviewees' speeches. The research data were analyzed based on the analysis methodology called meaning cores (AGUIAR; OZELLA, 2013; 2006), for categorization and interpretation. The interviews were faithfully transcribed, keeping the names of the teachers in training confidential and, after the floating readings, agglutination of the pre-indicators and articulation of the indicators into meaning nuclei, the inter/extra nuclei relationships were analyzed in sequence. As a result, we highlight the senses and meanings attributed to the two discordant conceptions about digital technologies, namely: i) utilitarianism, with a restricted association to the technical dimension of use and reproductions of pre-established practices, which are seen only as resources or tools technological and; ii) collective and critical production of knowledge, as well as the possibility of interconnection between subjects in society, in particular, immersed in the virtual context. Thus, we conclude that there is a mismatch between the discussions about digital technologies in the Pedagogy course and the fields of action of the [future/o] Pedagogue/o, with an attentive eye on Basic Education; as well as the expansion of studies and curricular activities involving digital technologies in Pedagogy training at FACED/UFBA.