A utilização de TDICS na construção da identidade docente de professores de ciências da natureza

Abstract

With the COVID-19 pandemic, which started in China in 2019 and the need for social isolation, brazilian and global education needed to reinvent itself so that students did not suffer major losses. To this end, Emergency Remote Education (ERE) was created and lasted from the beginning of 2020 until the end of 2021. However, this measure directly affected teachers, due to the fact that they had to adapt very quickly, with a significant portion possibly did not frequently use Digital Information and Communication Technologies (TDICS) in the classroom, which meant that they had to learn how to use such tools with the remote teaching process already underway. Given this scenario, this work sought to investigate the relationship between teachers in the area of Natural Sciences and TDICS, seeking to highlight how professional teaching identities were and are being constituted in relation to this perspective. To this end, in addition to a bibliographical survey, an online questionnaire was constructed and applied, which was answered by twelve teachers from different areas of Natural Sciences who worked in the city of Barbacena at the beginning of 2022. The information obtained from the Teachers' responses were analyzed in the light of Content Analysis, with the organization, mainly, of categories not defined a priori. From this, it was possible to observe that all teachers have some type of knowledge or relationship with TDCIS, in order to recognize the importance of its use in teaching; that these same teachers had little or no contact with technologies during their undergraduate studies, having some contact through continued training and professional practice. Consequently, we observed that TDICS have little influence on the constitution of the teaching identity of those investigated, who recognize their importance for teaching and learning, but do not link this importance to their perception of being a teacher. As a result of this work, an educational product was produced, in the format of a Continuing Training Course, aiming to universalize concepts involving TDICS, as well as presenting tools that can be incorporated into the teacher's practices, in order to bring technologies and teaching identity closer together.