Discurso e tecnologias da informação e comunicação - TIC: a (re)produção de uma identidade docente tecnológica

Abstract

This work was born from the concern about initial teacher education, specifically about the production of a supposed technological identity to be taken as truth and model, because in the last decades, technology has become increasingly present in education and teaching. The general objective is to understand the ways in which the knowledge / domain needs of ICT’s are presented in the documents guiding the initial formation of teachers of Pedagogy. The specific objectives are: a) to map in the guiding documents of the initial formation of teachers of Pedagogy the ideas about teacher constitution and knowledge / technological domain; b) describe the technological teaching identities in the documents guiding the initial formation of teachers of Pedagogy. Having as a principle the theoretical-methodological aspects of post-critical research in education, especially the discourse tool in Michel Foucault, we conducted a documentary research on the legal basis that governs the initial formation of teachers of Pedagogy (Federal Constitution of 1988, Law 9.394 of 1996, PC Resolution No. 02 of 2015). As results, we point out three statements that emerge from this analysis: Notions of Technology as a basis for citizen training; Technology as a teaching tool; Technology as the property of science and school. From these statements, a discursive network is assembled that approximates several materialities in which these statements are dispersed, and it is possible to show in what ways the documents teach about this technological identity dictated necessary for the constitution of the "good teacher", being this the professional with multiple skills and, consequently, meets the social demands dictated with the intention of offering to society, professionals "trained" according to the needs of the current historical and socioeconomic context.