Docência no Ensino Superior: uma investigação sobre o uso de tecnologias em dois cursos de graduação de uma instituição no município de Itaituba/PA

Abstract

It is known that the use of technologies in the classroom is a reality, whether brought by students, teachers or the institution itself. There is no way to dissociate the teaching-learning process and the technologies in the classroom. It is up to the institutions, society, public policies and teachers, to seek ways of improving the integration of these technological resources into the teaching-learning process of academics. The university professor must have knowledge and a training that combines the Communication and Information Technology -ICT pedagogical practices, because it is his responsibility to train students to work in the labor market as demanding as it currently exists. Such statements stimulated the development of this research whose objective is to investigate which technological resources the Higher Education Institution makes available and how the use of these resources is made by teachers in the curricular subjects of the Bachelor's degree in Administration and graduation in Pedagogy. The methodological procedure adopted to carry out the research, in addition to the bibliographic research, citing renowned authors such as Bardin (2010), Bratti (2016), Kenski (2003), Lévy (2011), Masetto (2010), Moran (2013), Pimenta (2002) and Valente (1999), among others, is still classified as exploratory-descriptive using a qualitative-quantitative approach with professors of the courses of Bachelor of Administration and Licenciatura in Pedagogy. For the data collection, a questionnaire was formulated with objective and subjective questions, semi-structured interview and analyzed, through statistical data the objective questions and content analysis for the data obtained through the subjective questions. With the results, it can be verified that it is not all the teachers that use technologies in the classroom, it is possible to affirm that the HEI does not offer continuous training course related to the use of ICT in the classroom; it was also verified that the most used tools are the computer, Datashow for slideshow and internet. In general, it can be said that the technologies are added to the disciplines as an object to assist in the transfer of content from classes and that none of the teachers add the technologies to the teaching-learning process. It was observed that the HEI has a good physical structure that allows teachers access to a great diversity of physical technological resources. It was also verified that, teachers have the pretension to seek knowledge to improve their techniques regarding the use of ICT in the classes and thus to contribute with the student's training process in an efficient way. To change this scenario, it is proposed to the HEI, investments in qualification and / or specialization of teachers to improve the use of ICT in the classroom in a way that contributes to the quality in the teaching-learning process of academics.