Repensando a formação inicial docente para o Letramento Digital

Uma análise dos cursos de licenciatura do IFSULDEMINAS

Abstract

Technology has transformed social relationships and revolutionized the way the world communicates, demanding a new way of teaching. The lack of digital skills among teachers during the pandemic highlighted the need to reconsider initial teacher training, to digitally literate these professionals. In this study, we analyze the pedagogical projects of the undergraduate courses offered by Federal Institute of Education, Science and Technology of the South of Minas Gerais (IFSULDEMINAS), regarding how Digital Literacy and Digital Information and Communication Technologies (DICT) are inserted into their curricular components. The absence of disciplines that foster the development of critically reflexive professionals in the use of Digital Information and Communication Technologies (DICTs) demonstrates how technology is seen from an instrumental perspective and highlights the need to revise curricula for targeted and critical education.