Formação de professores mediada por tecnologias educacionais em rede: contribuições da perspectiva sócio-histórica

Abstract

After the theoretical basis of historical-cultural psychology, in particular, the activity theory of Leontiev and activities of study of Davidov, this article presents the results of research, which investigated study tasks carried out on a Pedagogy Course, mediated by the educational technology network, which had the potential to develop new professional activities. In order to do that, the methodology used was the content analysis, through categorization procedure. Results showed that, in the investigated context, the way of organization and the set of study tasks potentialized of developmental activities. Those study tasks presented in essence the transformation of teaching and learning processes, through a movement of reorganization of mediator actions in planning, implementation, follow-up, and evaluation, placing the teachers as a subject of its formative process. In this perspective, we understand that the tasks of the study in teacher education mediated by technology network educational has changed the way of thinking and acting of teachers, developing their psychism and transforming them both in its personal dimension and in its professional dimension. These results indicate prospects for further studies on the quality of teacher training courses, based on study assignments that contribute to professional development.