Um estudo de caso no âmbito da formação inicial do curso de pedagogia/CCAE/UFPB: percepções e experiências em educação tecnológa

Abstract

This study aimed to understand the importance of Technological Education in the training of teachers and to highlight the need for technological literacy so they can develop strategies suited to the reality of children, considering the society in which we live today. The theoretical assumptions of Vani Moreira Kenski (2003, 2007), Sérgio Guimarães and Paulo Freire (2021), Marisa Narcizo Sampaio and Lígia Silva Leite (2013), among others, were used. A qualitative research was carried out through a questionnaire with eight questions applied to a group of undergraduate students in the Pedagogy course at UFPB/Campus IV. The method sought to investigate students’ conceptions about technology, whether it is relevant to use it as a resource in children’s learning process, and whether limits on its use are necessary. Based on the collected data, it was observed that students understand the importance of technological education in teacher training, aiming to apply this knowledge in their pedagogical practices. Therefore, considering that teacher training should be seen as a continuous, permanent, and constant process, it is essential to keep learning, and it is necessary that this theme continues to be discussed and researched so that we can achieve better processes and results in teacher training and practice.