Uma análise sobre a proposição de projetos de trabalho com o uso das Tecnologias da Informação e Comunicação (TIC) em um curso de licenciatura a distância

Abstract

This work is inserted in the studies on teachers formation in the undergraduate elearning Course for Biology Teachers offered by Núcleo de Educação a Distância da Universidade de Pernambuco (NEAD/UPE). It presents an analysis about undergraduate students’ previous conceptions on didactical strategy called Teaching Projects and the use of ICT in learning and teaching situations. Besides this, we present an analysis of the learning pathway for 04 undergraduate students, considering social interactions, when they were asked to elaborated a teaching project about science themes, in a short course. For this intent, a blended-learning short course Teaching Projects and the ICT use: a net of knowledge was offered to provide guidance and activities on this subject, in Tabira (PE – Brazil). Initially, 21 students applied to the course and some of them abandoned it, from them we choose 04 students, whose participate in the whole investigation, to be focused in the analysis. Qualitative methodology was assumed to the treatment and analysis of data, considering some characteristics of the action-research approach. Data were collected from questionnaires, field notes, transcriptions of the forum and blog, planned projects and interviews. For the analysis we took into account theoretical base for critic rhetorical analysis and discursive dynamic analysis adapted to virtual settings for teaching-learning. Results pointed out to the influence of sociocultural context in the students’ conceptions, however even if students are engaged in an elearning course, this is not a guarantee for the ICT use in their projects or in their professional life as teacher. In other words, they got difficulties to plan learning and teaching situations in which the ICT use must be included. A point to highlight is related to the virtual settings for learning and communication: they seem to be used in a limited way when the students just give answer to the questions asked by a tutor or teacher. In this context, social interactions are very limited and this is a reducing aspect to the possibilities of a better understanding of subjects. An important final point and recommendation are related to the usual approach in the teacher’s formation: discussions on didactical strategies must be included in the curriculum and beyond, in the programme of the disciplines along the whole course.