As tecnologias educacionais nos Projetos Pedagógicos do Curso de Licenciatura em Pedagogia da Universidade Federal do Tocantins, câmpus de Miracema

Abstract

The present work aims to understand how the Pedagogy Course of the Federal University of Tocantins, Campus of Miracema, addresses the issue of educational technologies in the Pedagogical Projects of Course (2007; 2018). Therefore, the problem investigated turned to understanding how educational technologies were addressed in the Pedagogical Projects of the Pedagogy Course, UFT, Campus of Miracema. To answer this question, from the historical-dialectical materialism, we used the methodology of bibliographic and documentary analysis. We conclude that both documents are configured as organizing technologies and symbolic technologies. There has been a significant change in the way educational technologies are addressed in the 2007 PPC and its 2018 update. There is a substantial shift in the approach of educational technologies. In the PPC (2007), it is noted that this theme has greater relevance, being inserted as a compulsory curricular component of teacher training, which is not the case in the PPC (2018), in which, despite the increasingly intensified development of production relations, established the specific discussion on educational technologies as an elective curricular component, not directly provided in the curriculum and of free choice by students. Infer, also, about the existence of a paradox, because, given the increasing improvement and development of technologies and their instruments in everyday life, the PPC (2018) revealed little emphasis on this theme and its cultural and ideological links. Already in the PPC (2007), there is greater interest in this discussion, even being in a period of lower development of technologies.