Resumen

COSTA, Renata Luiza da; ARAUJO, Cláudia Helena dos Santos  y  COSTA, Lorenna Silva Oliveira. Social Sciences Teacher Education for the Pedagogical Use of Information and Communication Technologies. e-Curriculum [online]. 2024, vol.22, e61383.  Epub 27-Dic-2024. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2024v22e61383.

The current curriculum document for Brazilian Basic Education, the National Common Curricular Base, recommends integrating Information and Communication Technologies (ICT) in a cross-cutting manner. This recommendation implies that teachers from various subject areas should have significant knowledge of ICT. This article presents the results of a study investigating the theoretical foundations underlying the incorporation of ICT into the education of Social Sciences teachers. Thus, a literature review and documentary research were conducted, focusing on the Pedagogical Programs curricula (PPC - in the original acronym) from the teacher education course mentioned above. Using the historical-dialectical materialism method and, primarily, Feenberg (2003), it was observed that there are critical-oriented discourses embedded within the curricula. However, in cases where ICT subjects are included, their descriptions and objectives tend to promote an instrumental approach to teaching.

Palabras clave : teacher education; curriculum; information and communication technologies; Social Sciences teacher education.

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