Tecnologias de informação e comunicação na formação inicial de professores: representações sociais e práticas de utilização entre docentes e discentes do ICED-UFOPA

Abstract

The general objective of this study was to analyze the social representations about Information and Communication Technologies (ICT) and your influence on the use of these resources in the process of teaching and learning, through the perception of teachers and university students of a teacher training institute. We investigated professors and university students from the Institute of Educational Sciences (IES), Campus Rondon, Federal University of the West of Pará (UFOPA) of Santarém-Pa, with support in the Theory of Social Representations (particularly by the structural approach and methodology of Discourse of Collective Subject). We produced the data through three techniques: 1) free evocations, 2) questionnaire and 3) interview. The first two techniques were applied to 10 teachers and 25 university students and the third one was applied to 10 teachers and 14 students (two representatives from each of the seven courses offered at IES). Through the free evocations analysis, the terms Internet, Computer and Communication are the possible central elements of social representation and the terms Information, Advance, Interaction and Necessary, as well as to the peripheral elements. We note, based on the participants' statements, that there is no unanimity in the answers to the four questions contained in the script of this interview. Despite this, we see the convergence of participants' representations in considering ICTs as important resources for communication and education. Through the questionnaire, we found that teachers variably integrate ICT in pedagogical practices, due to self-motivation, and this may be related to the fact that half of them have difficulties in using these resources. The majority affirmed the promotion of the reflection with the students on the integration of these technologies into pedagogical practices and encourage them in their use. On the other hand, for most of the students there is no reflection of ICT by the teachers during the classes. We consider that the data of this research is in line with the discussions about this subject of so vital importance in the contemporaneity with respect to the teaching and initial formation of teachers.