FROM THE PEDAGOGICAL PROJECT TO THE UNIVERSITY CLASSROOM

LEARNING TO TEACH WITH DTIC IN DEGREE COURSES IN MATHEMATICS

Abstract

Based on results that pointed out the training for the use of Digital Technologies of
Information and Communication (DICT) in pedagogical projects of two undergraduate teaching
degrees in Mathematics at a public university in the state of São Paulo, we conducted a research to
investigate this training by collecting data with graduating students, through a questionnaire, and with
teachers and coordinators, through semi-structured interview. We found that, in practice, each course
promotes this training through a discipline, one focusing media, and the other the production of
teaching material. However, participants believe that the training to use DICT has taken place in other
disciplines, in all activities involving technology, even extraclass, in situations ranging from “learning
about” to “learning to teach with” technology. When considered separately, those situations do not
support technological and pedagogical content knowledge (TPACK), as well as not being assured to the
future teacher, when enrolled as an optional subject or circumscribed to a teacher's methodology.
Underlying the activities described are the realistic conception, common to all participants; the
optimistic one, seen only among students; and the pessimistic one. All conception carry epistemological
conflicts, evidenced, for example, in cases when teachers’ (constructionist) conception learning do not
converge with the (instrumentalist) means adopted by them to interact with the students. We conclude
that, if effective, the training announced in the projects could make a difference in the constitution of
the teacher as an agent of change, able to work in unusual contexts.