Estudo sobre as disciplinas relacionadas ao uso das TICS presentes nos cursos de química licenciatura das instituições de ensino superior públicas brasileiras

Abstract

Information and communication technologies (ICTs) play an important role in today's society. Regarding education, the new pedagogical relationships that are established in the formal teaching process stand out, in which students have increasingly access to information in digital media and more interactions also through these channels. These new relationships cause a growing need for didactic adaptation by teachers, in order to have the skills and instruments that allow technology to be present in a productive way in the educational routine. Considering this scenario, this work aims to investigate the pedagogical use of ICTs, when they are inserted in subjects of the chemistry courses degree of Brazilian public higher education institutions. For that, we carried out quantitative-qualitative research, using a documental research approach, which as sources of data collection were the websites of public and future higher education institutions, among higher education and public public in Brazil. From the searches in the Pedagogical Projects of Courses (PPC), they were carried out as subjects related to ICT, with the objective of achieving the objective outlined, that is, identifying the pedagogical use of technologies in the field of initial teacher training. Data were analyzed based on the theoretical framework of Technological and Pegogical Content Knowledge (TPACK). We found 184 subjects in 249 courses, 172 of which were categorized according to the TPACK theoretical framework: Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological, Pedagogical and Content Knowledge (TPACK). From this perspective, we infer that 10.46% of these subjects allow future teachers to have in their initial training a conceptual basis and a didactic-pedagogical instrumentation that helps them with the use of ICTs in their future practices. Thus, this work draws attention to the need to review the curricula of the initial training of teachers in the area of ​​Chemistry, as an alternative for updating the pedagogical approach of the class, in order to incorporate the use of technologies as an opportunity that enables a better training of future teachers in this field.