Tecnologias Digitais de Informação e Comunicação (TDIC) e a Construção de Competências Pedagógicas Digitais na Formação Docente nos Cursos de Licenciatura do IFTM Campus Uberaba

Abstract

Digital Information and Communication Technologies (TDIC) have become available resources in the everyday lives of students. However, using TDIC solely as mere digital tools for knowledge reproduction is not sufficient. In this premise, there arises the need to comprehend TDIC from an integrative standpoint that promotes active participation of the individuals and decentralizes the means and technological processes. In other words, it is necessary to understand the students as socio-historical subjects, going beyond the understanding of the effects of technology to achieve a process of transcending knowledge through a critical and transformative vision of education. This emphasizes the importance of communication, dialogue, and active student engagement in the educational process, fostering awareness and social transformation. Based on this purpose, the following question was addressed: How are TDIC studied and discussed in the initial teacher training process of the undergraduate courses at IFTM Campus Uberaba, in the face-to-face modality, aiming to develop pedagogical digital competencies in a critical and reflective conception? This research is linked to Research Line II: Information and Communication Technologies (ICTs), Technological Innovation, and Educational Changes. The overall objective was to investigate how TDIC are being studied and discussed in the initial teacher training process of the undergraduate courses at IFTM Campus Uberaba, in the face-to-face modality, to develop digital competencies in a critical and reflective manner. The specific objectives were: to conduct a study on TDIC in education from a critical and reflective perspective; to analyze how TDIC are approached and discussed based on the Pedagogical Projects of the undergraduate courses at IFTM Campus Uberaba; to understand the perspectives of the students (future teachers) in the initial training regarding practices and challenges in the use of TDIC; and to develop and present a website as an educational product, aiming to contribute to the future teachers' development of pedagogical digital competencies in the use of TDIC. The methodology adopted in this research is based on a field research approach, widely used in the humanities, social sciences, and other areas of knowledge. Furthermore, this research has a qualitative nature, with a focus on understanding meanings and constructing explanatory theories or models based on the collected data. The obtained results demonstrated the relevance of interdisciplinary dialogue among teachers and the need to invest in continuous teacher education to equip them with the skills for efficient use of TDIC in the classroom. However, the proper and effective use of TDIC requires initial teacher training that goes beyond mere technical knowledge, incorporating a critical, reflective, and contextualized view of their role in education. In conclusion, it is evident that the approach to TDIC in the initial teacher training process of the undergraduate courses at IFTM Campus Uberaba, in the face-to-face modality, requires greater attention to critical and reflective usage. It is essential for future teachers to develop pedagogical digital competencies aligned with the needs and challenges of the contemporary world.