6. UNIVERSIDAD TSEYOR DE GRANADA
6.1. ESTATUTOS DE LA UTG
ABSTRACT: This article reflects on the pedagogical use of Digital Information and Communication Technologies (DICT) both in the initial and in the continuing education of Brazilian teachers. To do so, it shows two researchers about teachers’ training to the pedagogical use of DTIC, respectively developed together with university and basic education teachers. The researchers used the theoretical frame of the socio-historical perspective of education. Based on concepts such as literacy, culturalism, digital culture and empowerment, the investigations point that there is a gradual process of digital literacy and culture, both in basic education and in higher education context.
1. INTRODUCTION
Digital information and communication technologies (DICT), as we know them today, is the result of human historicity and the technical phenomenon in this history.
Human relations with their cultures, ways of thinking and acting are constantly changing and becoming more interwoven with technological devices.
In this way, cyberspace supports intellectual technologies belonging to human cognitive functions such as memory, imagination, perception, reasoning, which favor new forms of access to information, new styles of reasoning and knowledge (Lévy, 1997).
In the sociotechnical context (Manovich, 2001), changes’ speed occurred is at once incredible, perceptible, and alarming, and strikes us so surprisingly that sometimes we do not account for everything that is happening in our daily lives and in society.
According to (Serres, 2012), a new generation was born in a time of great development of information and communication technologies.
As Lemos (2015) shows us, historically, from the discovery of fire to the emergence of industry, technology and technology have always been intrinsically linked to the demands and changes of the society. In its concept the technical meaning (in Greek - teknè) is the practical activity, the knowledge, and the technology are the technical objects, the machines, and their respective manufacturing processes. Both are part of human nature, so technology and society cannot be analysed separately,
because "there is a symbiotic relationship between man, nature and society" (Lemos, 2015, p.15).
In this relationship and from the human needs, techniques and technologies arise - the telegraph, the radio, the telephone and the cinema - and they develop - fusion of the analog telecommunications with the computer science, allowing the transmission through a computer of diverse messages and of different languages (written, oral and imagery).
Jenkins (2006) points out that in the culture of convergence we have witnessed a new relationship between politics and popular culture. Media devices such as YouTube may be relevant to the consolidation of a more participatory policy.
According to Castells (1996), in the network society the ways of storing information and distributing become independent, emerging the social network. And all of this is happening in the cyberspace and creating the cyberdemocracy (Lévy, 2002).
Cyberspace is the virtual place of interconnections, where information universes are housed, and cyberculture are the ways of experiencing and experiencing this social moment, in a technical and intellectual way, with new social practices, attitudes, thoughts and values included in this virtual place. According to Bonilla (2010) the digital culture is established, increasingly present in the daily life of contemporary society, in a contextualized and significant movement, in an integrative process, of cultural and communicative construction of the subjects, overcoming even the pedagogical issues in school.
use and reflection of the use of social networks and digital media, digital literacy occurs.
With the idea that everything can be accessed, it is necessary to discern, evaluate and focus on what you want to know. Society and school are faced with new ways of learning and knowing. The way to read the world is different. Interactivity in cyberspace leads us to other possibilities of seeing and understanding the world and people. The speed of information goes beyond the aesthetics and statics of the textbook. Thus, in the context of the school, the question of its role in the face of the social movement of cyberculture and the use of DICT emerges.
DICT, especially the computer and the mobile connectives did not only impact on education, but on all social segments, even changing our relationship with time.
Lévy (1997) as already warned us that any reflection on the future of education and training in cyberculture should be based on the relations we have with knowledge and on the recognition of the speed of emergence and renewal of knowledge.
To work is increasingly to learn, transmit knowledge and produce knowledge, understanding cyberculture and DICT within the school context, crossing the logic of the "use" of the tool or repulsion to the media devices, to enter the logic of interconnection, the possibilities of the shared knowledge in multiple times and spaces. In this logic, teacher training needs reflections on the paradigms related to praxis, breaking them when necessary, supporting in the construction of significant knowledge, in the developing of the professor’s autonomy, producing real and liberating social changes, such as already pointed out by Freire (2003).
2. THE RESEARCHES
The two qualitative researches were carried out, respectively, at the Federal Public University of São Paulo - Brazil, in the Pedagogy course (an initial teacher’s formation) and at a Municipal Public Elementary School in São Paulo - Brazil (a continuous teacher’s formation).
The researches deal with these conceptual fields: a) Teachers' Training: Initial, Continuous; b) Language: Dialogism, Literacy, Multiliteracies; c) DTIC in School: Empowerment, Culturalist Approach.
The first case study investigates the teacher resignification, regarding to the pedagogical use of DTIC, in the graduation course of Pedagogy, at Unifesp. It was based on the social historical perspective in education and in the process of digital literacy. It concludes that: a) the trend of use and reflection of DTIC in education is closer to the constructionist approach; b) the culturalist approach, like said by Bonilla (2010) is showed in half of
professor’s statements; c) the 3 disciplines that fully contemplate the constructivist and culturalist perspectives of the use of DICT in education are optional; d) the pedagogical use of DICT should not be restricted to the didactic teachers’ competence, but should be included as an integral part of their political educational.
The second one investigates the continuous teacher training in service, related to the use of the DICT in the elementary school, in a process of empowerment (Freire & Shor, 1986) of teachers and students. The course promoted critical reflection and confrontation with what they already knew and did with technologies, in their social practices.
Knowing and experiencing what exists in school was a differential for the group and contributed to overcoming the fears of the group. It has been extended the understanding that the teacher of informatics education as a professional who collaborates, who can and should contribute to the formation of this group of teachers, as well as present and study together with the teachers the educational technologies available in the Network. The integration of DICT took place in the didactic sequences linked to the school's major projects and/or the individual projects of each teacher. The demands for the school absorb the pedagogical teacher’s time and, as a result, the pedagogical use of the DICT ends up being secondary. Therefore, almost all the testimonies request the continuity of the training with this approach. There was mobilization from the course and the process of empowerment of these teachers begins to provoke changes in teaching practice. The course contributed, so that teachers assign another role to the Computer Laboratory and POIE, re-signifying their pedagogical practices, based on the educational use of DICT and collaborative work. The course, as a Collaborative Work in an Authorial Perspective, brings a differentiated movement to the school, constituting a space for expansion of the uses of the DICT to produce knowledge, mainly by the students.
Both studies can be taken as examples: a) of the use of DICT in Brazilian education; b) of the public policies adopted in this country related to the pedagogical use of DICT.
The second investigation also conclude that, besides training, problems with infrastructure (network connectivity, software, equipment and so on) are important variables to achieve changes in teaching practice.
Both researches point that: a) there is a great resistance, by some teachers, regarding to the pedagogical use of DICT, either because of ignorance or fear; b) to offer to the students a full experience in the cyberculture, it is very important to develop teacher’s training in terms of pedagogical and social use of DICT, in a cultural perspective, both in the initial and in continuing training; c) although teachers
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use technologies in their daily lives, pedagogical transposition demands a continuous training; d) empowerment is a latent process for some teachers, while for others it appears in a digital literacy perspective; e) it is very important to invest in continuous formation, mainly considering the fragilities of initial formation, regarding to the pedagogical use of DICT.
3. CONCLUSION
This article aimed to bring a brief reflection, in the context of teachers’ education, based on two researches carried out in Brazil on possible changes in pedagogical practices, regarding to the use of TDIC in the school’s context. Their theoretical frame is based on the theories of literacy, digital culture, empowerment (Freire & Shor, 1986).
The two described researchers – developed by Carneiro (2017) and by Vieira (2017) – point out in their results that there is a gradual process of digital literacy and culture both in basic education and in higher education context. However, the pedagogical use of DICT, by teachers, still happens, in most cases, as new tools to help old practices. It is precisely for this reason that we must to invest in the continuing training, because it influences new practices based on the potential of media devices.
4. REFERENCES
Bonilla, M. 2010. H. Public policies for digital inclusion in schools. Motrivivência [Internet]. 34(1): 40-60. Available from:
https://periodicos.ufsc.br/index.php/motrivivencia/article/vi ew/17135DOI: https://doi.org/10.5007/%25x
Carneiro, G. 2017. Pedagogical use of the TDIC: case study of the continuing education of teachers in service at a municipal school in the eastern zone of São Paulo. Dissertation. Master's in Education. Federal University of São Paulo, São Paulo.
Castells, M. 1996. The rise of the network society. Cambridge: Blackwell Publishers.
Freire, P. 2003. Pedagogy of autonomy: knowledge necessary for educational practice. Rio de Janeiro: Paz e Terra. Freire, P. & Shor, I. 1986. Fear and daring: the teacher's daily
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Jenkins, H. 2006 Convergence culture: where old and new media collide. NY: New Your University Press.
Lemos, A. 2015. Cyberculture: technology and social life in contemporary culture. Porto Alegre: Sulina.
Lévy, P. 1997. Cyberculture. Paris: Éditions Odile Jacob. Lévy, P. 2002. Cyberdémocratie. Paris: Éditions Odile Jacob. Manovich, L. 2001. The language of new media. Cambridge,
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Serres, M. 2012. Petite Poucette. Paris: Éditions Le Pomier. Soares, M. 2001. Literacy: a theme in three genres. Belo
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Vieira, P. 2017 Teacher training and digital technologies: a case study of Unifesp Pedagogy under a dialogic approach. Federal University of São Paulo, São Paulo.