A relação entre formação docente e tecnologias digitais durante a pandemia sob a perspectiva das produções acadêmicas em educação publicadas entre 2020 e 2023

Abstract

This research is part of the Educational Theories and Pedagogical Practices line of the Postgraduate Program in Education at the Federal Institute of Education, Science and Technology of Goiás (PPGE/IFG). It aims to understand how academic production in the field of education addresses technology in teacher training that occurred during the Covid-19 pandemic. The guiding research question is: what does academic production in the field of education say about technology in teacher training that occurred during the Covid-19 pandemic? This research, as a method of investigation, is based on Marx (1983, 1987), Marx and Engels (2007, 2009), Netto (2011), Kosik (1976) and Konder (2004). The methodological proposal is inspired by state-of-the-art research (Romanowski; Ens, 2006). Regarding technology in education, it is based on Peixoto (2008, 2015, 2016, 2022, 2023), which starts from the discussion carried out by Feenberg (2013). On teacher training, it is supported by Silva (2008, 2018). The present research used a systematic literature review methodology, first accessing the Sucupira Platform and, subsequently, the Lattes Platform to identify relevant works. The resulting corpus, composed of three dissertations and 21 articles published between 2020 and 2023, with greater academic production in the Midwest region compared to the North region with regard to the research theme, technology in teacher training during the Covid-19 pandemic. The analysis reveals a predominance of implicitly and explicitly technocentric approaches, which prioritize the acquisition of technical skills and the availability of technological resources, often disregarding the social, political and pedagogical implications of the use of technology in education. The research highlights the emphasis on continuing education to the detriment of initial training, revealing a tendency to instrumentalize education to meet the demands of the labor market. The analysis highlights the digital inequalities that impact teacher training. The dissertation contributes by presenting a critical analysis of academic production, demonstrating the need for teacher training that transcends the technocentric vision and promotes critical reflection on the role of technology in social transformation.