Resumo

COELHO, Patrícia Margarida Farias; COSTA, Marcos Rogério Martins  e  MOTTA, Everson Luiz Oliveira. TEACHER EDUCATION AND PEDAGOGICAL INTEGRATION OF INFORMATION AND COMMUNICATIONS TECHNOLOGIES (ICT): FROM TECHNICAL USABILITY TO DIGITAL LETTERING. Eccos Rev. Cient. [online]. 2021, n.58, e11014.  Epub 06-Fev-2024. ISSN 1983-9278.  https://doi.org/10.5585/eccos.n58.11014.

The aim of this article is to explore the continuing education of teachers, questioning, through the bias of Social Pedagogy (VIEIRA, 2016; VIEIRA; VIEIRA, 2015), the pedagogical integration of Information and Communication Technologies (ICT). It is an initial research study, of an exploratory nature, according to Marconi and Lakatos (2003). It is a research in the field of Educational Technology (ET), because it places ICT on behalf of the educational function and not simply utilitarian. Methodologically, this work is segmented into two parts. Firstly, we discussed the continuing education of teachers and the context of use of technologies and Internet access in Brazil. Secondly, we explore the concept of usability (NIELSEN, 1990, 1993; SILIUS; TERVAKARI; POHJOLAINEN, 2003), proposing a model in which ICTs are reconciled with the concept of digital literacy, since pedagogical usability comprises practices of the user - being student or teacher - apart from the aspects determined by the immediate interaction between man and machine. Here is the course that we seeks to promote in the ongoing teacher education regarding the use of ICT in the classroom: from technical usability to digital literacy.

Palavras-chave : education; digital literacy; social pedagogy; technology; usability..

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