Formação docente: um estudo das abordagens de tecnologia nas produções acadêmicas dos cursos de pós-graduação em ensino de Ciências e Matemática da Região Centro-Oeste

Abstract

This research was conducted within the Graduate Program in Education for Science and Mathematics – Professional Doctorate – at the Federal Institute of Education, Science and Technology of Goiás, Jataí Campus. Its object of study is the relationship between technology and teacher training, as well as the aim of analyzing how technology is approached in academic production that deals with teacher training and technology in stricto sensu postgraduate programs in the field of Science and Mathematics Teaching in the Central-West Region.To achieve this objective, the following research question was proposed: How is technology addressed in the academic production related to teacher training and technology? This study, of the state-of-knowledge type, involves a review and critical analysis of academic works that explore teacher training for the use of technologies. It is a theoretical, bibliographic research grounded in a critical approach, as formal logic alone cannot explain contradictions and tends to confine thought, preventing the necessary movement toward understanding phenomena beyond the surface, given that reality is dialectical (dynamic and contradictory). For the construction of the corpus, we selected the 12 institutions in the Central-West region offering postgraduate programs in Science and Mathematics Education. According to the 2021 Quadrennial Evaluation Report by the Coordination for the Improvement of Higher Education Personnel (CAPES), 18 dissertations and 1 thesis were identified. This research is structured into three chapters. The first chapter presents a mapping of the academic production on the research theme. The second chapter discusses the epistemological foundations concerning the relationships among society, education, and technology, based on Feenberg (1999, 2002, 2003, 2004, 2010, 2013), along with explanatory possibilities for the relations between education and technology, drawing on Peixoto (2009, 2012, 2015, 2016, 2022). The third chapter addresses recurring themes identified within the analyzed corpus, grounding the discussion in Vieira Pinto (2005a, 2005b), Duarte (2008), and Souza (2016). Thus, it was possible to analyze the prescriptions for the use of technologies in pedagogical practice across three units of analysis: the motivation that technology provokes in students; technology as a factor of educational innovation; and the effectiveness promoted by the use of technology as a didactic resource.