Estratégias didáticas envolvidas no uso das TIC : um estudo exploratório de cursos de licenciatura em química

Abstract

The use of Information and Communication Technologies (ICT) in education emerges as a great possibility, offering support with new tools to the learning processes, but for its success, the use of ICT will have to be accompanied by a deep discussion and analysis of the methodological strategies that can help in the construction of a learning for the student. This work aims to know the didactic strategies used by professors of disciplines in which the use of ICT in the teaching of Chemistry in undergraduate courses is approached. For this, it involves 3 steps: 1) the literature review in scientific articles (Qualis A1 and A2), broadening the area of interest of the Teaching of Chemistry for Science Teaching; 2) research on the curriculum of Chemistry Degree Programs (CLQ) at the national level; and, 3) the research perspective, through interviews with teachers of chemistry degrees, of didactic strategies using ICT that are adopted in their respective disciplines. As a result of step 1, we have that the analysis of the publications in the systematic review demonstrates the non-concern about who (the teacher) will use or how (the strategy) will be the use of ICT, identifying the need and reaffirming the importance of this work to analyze strategies for the use of technologies in education. Regarding curriculum research, step 2, the results show that there are an average of less than two compulsory subjects with ICT use per CLQ analyzed and, in the Metropolitan Region of Recife, of the 3 Universities investigated, only 1 had the integration of ICT in the curriculum. In addition, we verified that few disciplines analyzed incorporate ICT with the objective of the student (future teacher) to elaborate and / or use some digital didactic resource. Regarding the teachers interviewed, step 3, we all use ICT in the classroom with diverse strategies, but only in one discipline do students prepare digital materials and plan classes with resources available on the Internet, specifically discussing the use of ICT. We emphasize that this discipline focuses on the teaching of ICT, unlike other disciplines, that teachers use ICT only as a support for the teaching of a Chemical content. We conclude, therefore, that this research attentive to the investigation of the use of strategies around the ICT, and aims at a better training of the graduates regarding technologies in the education. We hope that with the results of this research, researchers, coordinators and professors from different areas (not only teaching Chemistry) perceive this gap and seek to heal it by analyzing the curriculum of their courses and drawing up strategies for appropriate use of ICT for their teachers and graduates.