A Abordagem das tecnologias no PPC do curso de pedagogia no Instituto Federal de Goiás - Campus Aparecida

Abstract

This study belongs to the research line of Theories of Knowledge and Pedagogical Practices of the Post-Graduate Program in Education (PPGE) at the Federal Institute of Goiás - Campus Goiânia. The central purpose of this study was to explore the approach to technologies in teacher education, with a particular focus on the Political Project of the Course (PPC) implemented in the Pedagogy course by the Federal Institute of Goiás - Campus Aparecida de Goiânia. This investigation stemmed from the central question: How are technologies approached in the PPC of Pedagogy at the Federal Institute of Goiás - Campus Aparecida de Goiânia? In response to this issue, specific objectives were outlined: (a) Identify and describe the approach to technologies for teacher education based on the Pedagogical Project of the Pedagogy Course at the Federal Institute of Goiás - Campus Aparecida de Goiânia; (b) Categorize the approaches to technologies in teacher education in Pedagogy courses, in order to identify trends and gaps; and (c) Evaluate the Pedagogical Projects of the Pedagogy Courses and the role assigned to technologies in teacher education, considering the theoretical, methodological, and practical implications, as well as the perspectives of teacher training for the use of technologies. The research adopted Dialectical Historical Materialism (MHD) as its theoretical foundation, privileging a methodological approach that seeks to decipher the meanings of social phenomena, based on a dialogical and interpretative interpretation of reality that recognizes the influence of the social and cultural context in the construction of meanings. Dialectical historical materialism (MHD) enabled the identification of the interaction between the material condition of existence and human consciousness, treating education as a social and historical phenomenon, emerging from interactions between individuals and society. Data collection was carried out through collection forms, based on documentary analysis as described by Triviños (1987) and Gil (2002). Such analysis involved the interpretation of documents, specifically the PPC of the Pedagogy course of the Federal Network for Professional, Scientific, and Technological Education (RFEPCT) of the Federal Institute of Goiás - Campus Aparecida de Goiânia. Defined as qualitative and descriptive, the research described the approach to technologies in the context investigated, noting a predominance of instrumental and autonomous characteristics. The findings indicated the existence of a contentious field in the elaboration of the analyzed document, marked by a diversity of technological perspectives, reflecting a pluralism of ideas influenced by guidelines from the Ministry of Education. Therefore, the need for an in-depth debate on the implementation of technologies in teacher education emerged, taking into account the social dynamics, material, and cultural conditions involved.