Educação para as TIC nos cursos de pedagogia a distância: análises curriculares por meio da mídia-educação

Abstract

The expansion of higher education in Brazil, in the last decades, is strongly marked by an increasing number of Distance Education courses. This process occurs, mostly, by Information and Communication Technology (ICT) mediation and has in teaching training courses its privileged scenario. Based on that, this research sought to analyze the relationship between education and ICT on the distance teacher training curriculum courses, focusing on mediaeducation dimension and aiming answers to the following purposes: identify how institutional curricular courses documents refers to ICT; analyze, from the curriculum grade and teaching plans the possible existence of curriculum components aimed at ICT and its mediaeducational potential; describe if teachers who teach subjects related to the theme of ICT had formative experiences in this area; show, in Virtual Learning Environments (VLE ), in which dimensions of media education, the education for media materializes pedagogically. For this, we had at parameter the pedagogy of distance learning courses disposed at the Federal University of Juiz de Fora (UFJF) and the Federal University of São João del-Rei (UFSJ). The fieldwork was formed by three stages: a) in the first, we bring together curricular documents of the emphasized courses; b) In the second stage, we applied questionnaires for the teachers responsible for curriculum components related to the theme of ICT; c) description, analysis and categorization of education plans (menu and bibliography) of these curriculum components; d) identification of the teachers responsible for these components and application of questionnaires with them. This study was based on methodological elements of Content Analysis, advocating Categorical Analysis. From the research, we found that: a) curriculum documents are part of the education for ICT, mainly through isolated curriculum components; b) curricular components founded in UFJF curriculum have, through their teaching plans (menu and bibliography) capabilities for all media-educative dimensions, not including only the content aspect of Instrumental-operative dimension; while the curriculum components founded in the course of UFSJ indicate the possibility of two of the three possible mediaeducative dimensions: Instrumental-operative - aspect of educational support - and study object - aspects of critical reading and Relational-cultural; c) Pedagogical interventions of curriculum components of the course of UFJF present in VLE, however, include all three mediaeducative dimensions and their respective aspects, including the content, demonstrating partial agreement with the data presented by structuring curriculum documents; d) the teachers who taught these curriculum components were educated for ICT through continuous training , and this training process was pointed out, by the majority of them, as important for the reasoning and preparation of pedagogical interventions.