ICT: an investigation through official documents in the Training of Chemistry Teachers

Abstract

In this article we proposed to make a brief reflection on Information and Communication Technologies (ICT) in education, discussing its possibilities, importance and necessity in the Information Society (SI). Over a documental analysis we seek to investigate in the Law of Guidelines and Bases of National Education (Leis de Diretrizes e Bases – LDB in portuguese, 1996), National Curricular Guidelines (Diretrizes Curriculares Nacionais - DCN, 2002), National Curricular Guidelines of Chemistry (Diretrizes Curriculares Nacionais de Química - DCNQ, 2002) and National Curricular Guidelines (DCN, 2015), how ICTs have become part of the chemistry teacher education curriculum. Thus, we perform the Discursive Textual Analysis (DTA), which is characterized as a qualitative research, based on the interpretation of texts referring to official documents analyzed. Through the ATD we identified as categories of analysis the Resources; Scientific and Technological Development; and Science, Technology and Society (CTS). We observed that in the first category the use of ICT appears as a different methodology, a strategy, a pedagogical resource of didactic support. In the second category, ICTs are mentioned not only as a didactic resource, but also to help in understanding the scientific and technological advances emanating from quick technological changes and impacts on the development of learning. Finally, ICT use is close to a CTS proposal. We consider that ICTs are recommended in official documents to be used in the education of chemistry teachers. However, we support the idea that they need to be incorporated into teachers’ daily practice.

Keywords

• Formação de Professores
• Tecnologias de Informação e Comunicação
• Mediação
• Processo de Ensino e Aprendizagem.