Tecnologias Digitais sob perspectiva dos Princípios da TASC na Formação Inicial de Professores de Química das Universidades Públicas do Paraná

Abstract

Digital Technologies (DT) are increasingly present in the school context, requiring teachers to use them in a critical, planned, and conscious manner, considering their pedagogical implications and possibilities in order to promote meaningful learning. The objective of this research is to identify, in the Pedagogical Course Projects (PCPs) of Chemistry Teacher Education programs at public universities in Paraná, how DT are related to initial teacher education, aiming at critical meaningful learning. Based on this objective, the research sought to answer the following question: How is teacher education focused on the use of DT characterized in the Pedagogical Course Projects of Chemistry Teacher Education programs at public universities in Paraná? This research adopts a qualitative, descriptive, bibliographic, and documentary approach, grounded in document analysis in order to expand scientific knowledge on the topic. The corpus of analysis consists of the PCPs of Chemistry Teacher Education programs offered by 14 public universities in the state of Paraná, including both state and federal institutions. Data analysis was carried out through an analytical framework based on the Theory of Critical Meaningful Learning (TCML), focusing on its 13 principles, and through the establishment of three analytical categories: Didactic Resources; Subject Formation; and Culturally and Socially Situated Subject. The results show that DT are addressed in the PCPs, especially within course subjects, predominantly as didactic resources, in dialogue with two principles of TCML: the decentralization of the textbook and the overcoming of the exclusive use of the chalkboard. In this regard, Federal Universities showed a greater approximation to the Didactic Resources category. In the Subject Formation category, a lower incidence was identified, although Federal Universities still stood out in this category. In the Culturally and Socially Situated Subject category, a divergent configuration was identified, with greater approximation and incidence among State Universities.We conclude that teacher education in Chemistry Teacher Education programs in the state of Paraná, when considering aspects and uses of DT in their PCPs, is still presented in a modest way. Although relationships between DT and the initial education of Chemistry teachers were identified, these technologies were characterized predominantly as didactic resources, thus approaching Category 1. Therefore, DT are still little used in Chemistry Teacher Education programs in Paraná for the purpose of promoting critical meaningful learning, as well as for their intentional pedagogical use aimed at fostering processes of problematization, dialogue, and the construction of knowledge contextualized to the individual’s reality — aspects that we consider essential to the process of initial teacher education.