Resumo

BRITO, Gláucia da Silva; KNOLL, Ariana Chagas  e  SIMONIAN, Michele. Teacher's training in technology: daring dialogues between the universities and schools. e-Curriculum [online]. 2017, vol.15, n.1, pp.221-248. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2017v15i1p221-248.

This paper presents the results of an experiment developed by a Study and Research Group named Teacher, School and Educational Technologies (GEPPETE) when planning, developing and evaluating a course named Technology and Education in Cyberculture that was designed to help teachers in their training process. The course was part of a project named EduPesquisa conducted in a partnership with Curitiba's Local Department of Education, the Federal University of Paraná and the National Department of Basic Education between the years 2013 and 2015. As to the methodology, authors like Saldaña (2013) and Bardin (2009) reference this production and the ATLAS.ti software was used for the qualitative data analysis. The theoretical foundations are based on Marcelo (1999), and Freire (1968, 1987 and 1998). This study aims to identify the consequences of elementary school teacher training when this occurs in partnership with a university. The research revealed explanatory categories of the process, which are the emotions of the teachers before the opportunity to study and research while on duty; the conceptual changes and points of view about the research; and writing an article on their studies, research and reflections, communicating them to their peers and the academic community. In other words, we may state that the process experienced by the teachers has approximated them to the university and to the "theoretical and academic life", bringing the reality of the elementary school teacher's personal and professional life closer to the scientific and theoretical production demands in their academic lives.

Palavras-chave : Teacher Training; University; Elementary School.

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