Concepções da tecnologia na formação em pedagogia e pedagogia bilíngue do IFG

Abstract

The general objective of the research is to understand the concepts of technology in the training of pedagogues in Pedagogy and Bilingual Pedagogy courses at IFG. The research problem is: What are the concepts of technology present in IFG's Pedagogy and Bilingual Pedagogy courses and how do they relate to the process of training bilingual pedagogues? To answer the question, the following specific objectives were defined: a) analyze the concepts of technology present in the legislation on the training of bilingual pedagogues and pedagogues; b) examine how these conceptions are articulated in the logical and historical path of establishing the courses; c) reflect on the concepts of technology in the training of pedagogues and their relationship with technology in education. The investigation is based on dialectical thinking, considering concrete reality and contradiction as methodological principles that guide the analysis carried out. The study is based on the epistemological perspective of the Critical Theory of Technology and presents a documentary analysis of the documents that guide and regulate the training of pedagogues. Furthermore, it is characterized as exploratory, qualitative research. The results found show that there is a pluralism of concepts about technology, which are related to the following themes: Science and Technology in Education; Technology in Inclusive and Bilingual Education; Information and Communication Technology in Pedagogy and Bilingual Pedagogy. However, the analysis also highlights the predominance of instrumental and deterministic conceptions in technology, which operates in the form of technological rationality, which has corroborated the alienation of the Pedagogy course in Brazil from the neoliberal perspective of education. Therefore, there is an urgent need to expand the debate on technology in the training of pedagogues, recognizing its potential to contribute to a subversive rationality and a revolutionary praxis in education, with a view to social emancipation.