Formação de professores, Literacia Digital e Inclusão Sociodigital: Estudo de caso em curso a distância da Universidade Federal do Tocantins

Abstract

In the world scenery connected in digital communication networks, when students use more often and earlier technology artefacts and natural develop skills to use them, urge the necessity of teachers to invest themselves in creation of competencies, that will allow them to have an effective actuation in medias and apply them creatively in pedagogic practice. Meanwhile, academic courses will have the objective to prepare the professor to effectively profit from the potencial of digital comunication technologies and information (TDIC) when we talk about consolidation of students knowledge. In the last decades, public politiques of teachers formation, fomented a modadity of distance learning courses for teachers in practice. The direct contact with this kind of technologies should allow them better competencies and skills in this area, and this will allow them to use TDIC in their pedagogic practice. Thus, this study seeks to understand the implications of teacher's distance formation could have in the perception of technologies in different schools, specially the use of mobile devices by students during classes. This study implies the fact that professors formation will develop habilities for the digital literacy, this will introduce them in network society and therefore will generate the socialdigital inclusion. Following this, the theoreticaly discussion of work is divided in three macro categories: network society, sociodigital inclusion and digital literacy. The text was drawn up by using network analogy, that integrate, link and conect people in a big web, and at the same time exclude and/or marginalize those who don't have full conditions to be linked with it. The object of study was the distance modality graduation course in Fisics in the Universidade Federal do Tocantins. The sample selected were the students enrolled between 2010 and 2012, in a total of 32 students. The majority of them (51%) play or played as teachers in the public school network. The research with a qualitative imprint, is focused in a study case, the methodologic instruments used were questionnaires ( surveys of technology usage profile in the daily life and pedagogic practice) and semi structured interviews with the propuse of deeply understand the teachers perceptions over technologies in two fields. About the daily use of TDIC, the study found that the participants used them in a basic and elementary way predominantly. The complex activities, which demand a greater digital literacy level, found resistence of use, by lack of knowledge or unpreparedness. The data collected in the questionnaires and the perceptions absorved in the interviews pointed that the teacher's sample use the thecnology resources in a limited way in their pedagogic practice. Technologies are used in a repository bias and reproduction of contents, and barely never interact with the students out of classes by using technological support. Although, the study realize that the teachers only reproduce, in their daily practice, the distance module where they normally participate - content and transmissible. The teacher formation focused on digital literacy, was pointed in this study as a gateway on the network for teachers that still find resistance in use TDIC in its pedagogical pratices.