Estágio curricular como integrador das tecnologias digitais na formação inicial do professor de letras

Abstract

Study the initial formation of Portuguese Language (PL) teachers for the emerging reality, governed by the digital information and Communication Technologies, assumes a sharp eye for legal propositions that guide the brazilian national education, and what is being proposed in the context of higher institutions with regard to the insertion of the TDIC in teacher professional training. Thus, the Supervised Curricular Internship in Portuguese Language was chosen as a cut-off because it considers that it can configure a space of investigation, questioning and theoretical-practical articulation for the construction of new knowledge, including those related to the integration of TDIC in teaching and learning of the mother tongue. Problematize the initial formation of PL teachers, considering the need for discussions around the digital literacy of the future mother tongue teacher, instigated the study within the scope of the curricular intership, for conceiving it as a space that reflects the identity, the knowledge and the practices throughout the formation. Therefore, as overall objective: "Investigate how the Supervised Curricular Internship contributes to the theoretical and practical reflection of the professional teaching knowledge, considering the insertion of the TDIC in the scope of the training of Portuguese Language Teachers of the Integrated Licentiate Course Portuguese/English Letters of the Federal University of the West of Pará". With regard to methodology, qualitative approach and critical assumption-dialectic, proposed a bibliographic and documentary study, as well as a collaborative action research, exploratory nature. The participants of the study, in 2016, were: two teachers/supervisors of the internship, the coordinator of the course and 10 students/trainees who signed the Free and Informed Consent Term (FICT). Data collection involved the analysis of documents referred to PPC course from the orientations of the DCN for the area-CNE/CES No. 18/2002, CNE/CP 1/2002 resolutions, CNE/CP 2/2002 and the CNE/CP No. 2/2015, that made it possible to investigate the formation of PL teachers considering technological knowledge. Then proceeded with the semi-structured interview with teachers/supervisors of curricular supervised intership and coordinator of Letters course and, following the application of semi-structured questionnaire online, built on Google Forms with students/trainees of Portuguese Language of the 6th semester of the course. The survey results show that the Letters course presents a formative proposal limited with regard to the integration of TDIC on education, since these are addressed only at the beginning of the course, the curricular component Logic, Language and Communication (LLC), from CFI, with 30h, presenting the formative focus on the use of technological resources. This finding led the proposition of collaborative intervention in the curricular internship where students/trainees to maximise the use of digital tools in the development of activities for the teaching of Portuguese language. This experience, which connects the curricular internship with digital technologies in the teaching of mother tongue, can be considered to be innovative by unleashing educational actions and future teachers reviews postures, in order to enhance inclusive digital education and quality.