Docência nos cursos de Engenharia e a utilização das TIC: em foco o desenvolvimento profissional docente

Abstract

This study refers to Master’s thesis in education from Universidade Federal do Triângulo Mineiro, insert the Teacher Education and Digital Culture’s line of research. It’s the result of a theoretical qualitative and field research performed with thirty engineering’s professors in two Superior Teaching Institutions, from Minas Gerais, one being private and the other being public. The general objective was to analyze how the Information and Communication Technology – ICT has participated as a cultural artifact of the process teaching-learning in the engineering’s classes. The specifics objectives analyze how the engineering’s professors use the ICT in their pedagogical practices; what they think about the ICT and why they decided to use them; how happens the engineering’s professors formation to use the ICT and, yet, possible meaning experiences with the use of ICT in the class both to students’ learning and the professors’ formation. The research subjects are graduated in Engineering and working as teachers in the two chosen University. To achieve the proposed objective, the qualitative approach of research has been used. It was performed a study in the literature through the Teses e Dissertações from CAPES’ bank, texts and books from authors that discuss about: Bazzo (1998, 2002), Castells (2009), Imbernón (2002, 2006), Kenski (2003, 2010), Lévy (1999), Marcelo Garcia (1999, 2009), Masetto (2000, 2001, 2003, 2008, 2009), Pimenta (2000), Pimenta and Anastasiou (2002), Pimenta, Anastasiou and Cavallet (2003), Tardif (2002), Valente (2003), Zabalza (2004), and a field research with questionnaire and semi structured interview. The data analyses were made according to Bardin (1977) for the content analyse. From the results, stands out the importance given by the professors to the use of ICT in the processes of teaching and learning for reasons as awaken interest of the subject in the students, more interaction between professors and students and to make possible to simulate experiences that happens outside the classroom. It also realizes that the presence of the ICT may help the development of the professors’ professional life because it’s seen as an ally of the teacher in the search of new learnings. It emphasizes, however, that that is a lonely and individual search which allows find that there isn’t, in the research institutions, an institutional policy to this development. It also stands out that the presence of ICT in the teaching favors the instructionist teaching. Finally, it is defended in the study that the presence of ICT in the university teaching contribute to renew and rethink the ways of teaching and learning and it may represent the possibility the professors become true mediators of the teaching-learning process.