A cognição situada na construção dos saberes docentes e as TDIC no estágio supervisionado em licenciatura: um estudo em cursos da área de ciências da natureza

Abstract

This thesis deals with the theory of situated cognition and the digital technologies of information and communication (TDIC), as a support in the mediation of the supervised stage in undergraduate courses in the area of natural sciences, in the construction of teaching knowledge. From the questioning: how can the situated cognition and the TDIC be identified in the supervised stage, taking into account the practical theoretical foundations, in the construction of the teaching knowledge? The general objective was to investigate how the situated cognition and the TDIC can be identified in the supervised stage in the contribution of the construction of the teaching knowledge. Thus, the first hypothesis is that the activities located in the supervised stage contribute to the initial formation by potentializing the construction of knowledge. In the second hypothesis, pedagogic mediation during the supervised stage is favored by the use of interaction and online collaboration. The adopted methodology was the single case study incorporated, because it is a case delimited in the Graduation and that had as research site the Federal University of Alagoas (UFAL). The approach is qualitative in that it seeks to understand the behaviors and attitudes of the people involved through the most varied sources of information, considering that reality is constructed by the individuals involved with the research situation. The units of analysis were the compulsory supervised internships, of the undergraduate courses in Natural Sciences - Chemistry, Physics and Biological Sciences - each unit is inserted in its own context where they were researched. The subjects of the research were ten (10) teacher trainers coordinating the supervised stages that accompany the students during the said stages. The data collection instruments were legal documents, interviews and a questionnaire composed of semi-structured questions. Data analysis was performed based on the techniques of content analysis, by Bardin (2009), which aims to analyze the verbal material obtained in the surveys. As a result of this study it has been demonstrated that the DICTs are part of the teaching profession, which allows to expand the resources of mediation and accompaniment of the trainees. That the activities developed during the period of internship are largely in keeping with the actions put in place, as pedagogical conception, the cognition situated in the social construction of knowledge. Research has shown that situated cognition theory and digital information and communication technologies can be theoretical and structuring elements of the supervised stage in undergraduate courses. Given the premises, it is possible to observe that the integration between the theory of situated cognition and the TDIC during the supervised stage allows the expansion and construction of new knowledge in the scope of initial teacher training, since it allows the construction of knowledge inherent to the professional's training teacher.