A mediação pedagógica em ambientes enriquecidos com a tecnologia em um curso a distância de pedagogia

Abstract

Human societies are distinguished by their ability to change the environment in which they are inserted. Constant findings and innovations have marked the history of humankind in its interaction with nature and the social environment. The continuous evolution of Information and Communication Technologies (ICTs) is increasingly evident and has been a constant, fostering changes in all segments of society and, consequently, in schools. In distance learning (DL), ICTs play a fundamental role as pedagogical resources in the teaching/learning process and in the daily practice of teachers and students. This situation, however, also brings challenges to institutions, teachers and students, thus creating more and more needs and expectations, as new ways of teaching and learning emerge in this scenario. Both the college professor and the future education professional need to master and appropriate resources to innovate their pedagogical practice, as the use of ICTs and Technology-Enhanced Learning Environments (TELE) in education requires more than technical skill. Therefore, it is essential that we study what are some of the recommendations for using these technologies and integrating them into the teachers’ daily pedagogical practice. The objective of this study was to analyze how professors of an undergraduate program in education in DL modality from a particular institution integrate ICTs into the training of future education professionals. This research is qualitative and interpretive in nature. Semi-structured individual interviews were the methodology chosen for data collection. Interviewees were sampled following the snowball strategy, and the final sample consisted of 13 professors (out of a total 36) from an undergraduate program in education in DL modality. The main results observed from the study were: how the actions of college professors have given greater value to scientific knowledge; the importance of knowing how to integrate ICTs regarding the adequacy of the pedagogical procedures developed by professors in their professional practices; the skill to use ICTs in a way that does not focus solely on traditional teaching methodologies; the importance of using ICTs for teacher training; and the need for continued training so that teachers are able to provide innovative pedagogical experiences.