Tecnologias da informação e comunicação como ferramenta pedagógica no ensino superior

Abstract

This article presents an excerpt from a research that aimed at studying the discourses of teachers about the use of Information and Communication Technologies (ICTs) in classroom as an artifact of pedagogical support for Higher Education. The empirical corpus includes the speeches of 23 subjects who teach in Information Systems courses at three Higher Education Institutions in Rio Branco, Acre, Brazil. The analysis of the empirical revealed a formative vulnerability that leaves them insecure to expose aspects of their occupation and elements that characterize their performance in classroom.