O conhecimento tecnológico pedagógico do conteúdo (TPACK): análise do projeto pedagógico do curso de licenciatura com habilitação em pedagogia da UNIVESP

• Ano de defesa: 2020
• Autor(a) principal: PESSOA, Francisco Nunes
• Orientador(a): Fürkotter, Monica
• Banca de defesa: Lopes, Rosemara Perpetua , Sousa, Sidinei de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Mestrado em Educação
• País: Brasil
• Palavras-chave em Português: Univesp; Formação Docente; TDIC; TPACK; Licenciatura com Habilitação em Pedagogia
• Palavras-chave em Inglês: Univesp; Teacher Formation; DICT; Pedagogy Undergraduate Course
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/jspui/handle/jspui/1318

Associated to the line of research “Teacher’s formation and action and educational practices” from the Postgraduate Program in Education at University of the West of São Paulo, this research was originated from reflections on Elementary teachers’ difficulties with the use of the Digital Information and Communication Technologies (DICT) in their teaching practice. The DICT have been the result of the technological advances throughout the last decades, which have modified the material and cultural bases of society by changing the modalities of work, relationships, communication and learning, thus changing the current Information Society (IS). These changes also affect education directly, which demands up-to-date knowledge and attitude from the teachers so they can provide quality education to their students. In this sense, the goal of this research is to analyze whether and how the teacher formation in the Pedagogy undergraduate course of São Paulo State Virtual University (Univesp) prepares the future teacher for the use of the DICT. In order to achieve it, the theoretical framework Technological Pedagogical Content Knowledge (TPACK) was adopted. To achieve these goals, this study applied qualitative approach with a delimitation of documental research. It included the Pedagogical Course Project (PCP), national and São Paulo state’s legislation for teacher formation, curriculum and course design, e-mails exchanged with the Citizen Information Service (SIC) of São Paulo State, Univesp’s journal editions between 2018 and 2019, Univesp’s website and an institutional video. The results obtained from the documentary analysis reveal that, as regards the legislation for initial teacher training, only CNE/CP Resolution no. 2/2015 recommends all knowledge of TPACK and its articulation, but without the intention of training teachers for the use of TDIC. Regarding the PCP of the Pedagogy undergraduate course, it is observed the presence of Content Knowledge was observed, covering 11.54% of the course load of the course subjects, of Pedagogical Knowledge of Content in 35.90%, absence of Technological Knowledge, only 3.85% of the workload is dedicated to Technological Content Knowledge. It was noted the presence of articulations between the knowledge enunciated by Shulman, which make up the Pedagogical Knowledge of the Content, in the Integrated Projects, Mandatory Supervised Internships and Final Paper. It cannot be guaranteed that the TPACK is developed so that the future teacher is trained to use DICT in their future teaching practice, since knowledge about DICT and its articulations can be insufficient.