Resumen

LOPES, ROSEMARA PERPETUA  y  FURKOTTER, MONICA. FROM THE PEDAGOGICAL PROJECT TO THE UNIVERSITY CLASSROOM: LEARNING TO TEACH WITH DTIC IN DEGREE COURSES IN MATHEMATICS. Educ. rev. [online]. 2020, vol.36, e220954.  Epub 24-Nov-2020. ISSN 1982-6621.  https://doi.org/10.1590/0102-4698220954.

Based on results that pointed out the training for the use of Digital Technologies of Information and Communication (DICT) in pedagogical projects of two undergraduate teaching degrees in Mathematics at a public university in the state of São Paulo, we conducted a research to investigate this training by collecting data with graduating students, through a questionnaire, and with teachers and coordinators, through semi-structured interview. We found that, in practice, each course promotes this training through a discipline, one focusing media, and the other the production of teaching material. However, participants believe that the training to use DICT has taken place in other disciplines, in all activities involving technology, even extraclass, in situations ranging from “learning about” to “learning to teach with” technology. When considered separately, those situations do not support technological and pedagogical content knowledge (TPACK), as well as not being assured to the future teacher, when enrolled as an optional subject or circumscribed to a teacher's methodology. Underlying the activities described are the realistic conception, common to all participants; the optimistic one, seen only among students; and the pessimistic one. All conception carry epistemological conflicts, evidenced, for example, in cases when teachers’ (constructionist) conception learning do not converge with the (instrumentalist) means adopted by them to interact with the students. We conclude that, if effective, the training announced in the projects could make a difference in the constitution of the teacher as an agent of change, able to work in unusual contexts.

Palabras clave : digital technologies; teacher training; undergraduate teaching degree in Mathematics.

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