Reflexividades dos Aprendentes da Docência no uso de Tecnologias na Educação Básica: o que revelam os portfólios de aprendizagem

Abstract

Faced with the paradigmatic changes brought about by the advent of contemporary technologies, the use of resources as pedagogical tools in the school environment has become imperative in the sense of enhancing students' learning. At this threshold, teacher training can not be unrelated to this need and should provide other experiences that favor teachers' reflections on the uses of technologies, so that teaching practices are fostered and reverberate changes in primary schools. That said, this text aims to capture the uses and meanings of the technologies of students of pedagogy, based on a practical activity developed in schools of the basic network of the Municipality of Imperatriz-Maranhão, suggested in the scope of Applied Informatics to Education Course of Pedagogy of UFMA. We used the learning portfolios of the students built throughout the course as a data capture instrument. As more significant conclusions, based on the reflections that the experience provided, we emphasize that the students understood the emergence of the technologies in the school, used them as a resource that stimulated the activities developed in the classes and could to a certain extent overcome the purely technical dimension of use of technological devices in the processes they have experienced. Moreover, the construction of these portfolios as a learning tool has led the teaching learner to reflect on the practices and construction of singular knowledge, which can shape a movement of professional identity.