Mídias na Educação: discurso oficial nos discursos de professores egressos de um Programa de Formação Continuada

Abstract

The discourse around information and communication technologies (ICT) have gained visibility in our country since 1995, especially after the launch of the Internet (commercial) and the implementation of policies concerning the incorporation of new technologies into the educational space. Generally, in official speeches, technology is the great ally in the reconfiguration of pedagogical practice and falls on the teacher the responsibility for promoting the transformation, demanding, for that end, requalification, for the teacher to be able to occupy the role of mediator between ICT and students. In this article, we discuss the appropriation of ICT, approaching the practices shared by teachers who graduated from a teachers’ continuing education course in Media in Education, to understand, from the perspective of teachers, which are the decisive factors for using ICT in the classroom and what aspects of their training were significant for that use. Founded on the concept of co-authoring as a learning strategy and with a social-interationist vision without, however, disconnecting the ties to instrumental approaches; has as one of its features "the integration of different media to the process of teaching and learning. We have applied, in two stages, two qualitative approach questionnaires to all graduates of at least one of the cycles of the course in a Federal University. From about 410 participants contacted, 172 responded to the first questionnaire and 73 in the second, of more thorough approach. The results show dissociation between the new meanings that teachers imprint to ICT in their speeches and the omission, or the eventual use of the technologies in their daily practices. In this context, there could be found visible evidences of ownership and hibridization between the official and teachers’ speeches without showing, however, passivity or lack of criticism for part of the teachers.