2016 Lima; Loureiro; Teles; Medeiros Comprehension of teaching in the undergraduate

COMPREHENSION OF TEACHING IN THE UNDERGRADUATE

FORMATION FOR THE INFORMATION AND COMMUNICATION

DIGITAL TECHNOLOGIES IN THE INTERDISCIPLINARITY CONTEXT

Luciana de Lima

, Robson Loureiro

, Gabriela Teles

, Nathan Oliveira

Medeiros

1_{Universidade Federal do Ceará (BRASIL)}

Abstract

The goal of the research is to analyze how members of the interdisciplinary group understand teaching through the integration with Information and Communication Digital Technologies (ICDT). Considering the fragmentation of knowledge and the underutilization of the ICDT as central problems in the teachers’ formation, the qualitative research, characterized as a Case Study, presents through unit of analysis four interdisciplinary groups participating in the Techno Teaching discipline offered by the Federal University of Ceará (UFC). Developed during the 2014.2 semester, the research actions happened at the Educators Formation Interdisciplinary Lab (LIFE/UFC) and were subdivided into three stages. At first, an investigation of the previous knowledge of the groups through the application of an online survey questionnaire was carried out; secondly, teaching practice proposals were analyzed during the elaboration of lesson plans applied to public school students; finally, an investigation of the posteriori knowledge of the groups through an online self-evaluation questionnaire took place. The analysis used the methodological triangulation in two moments: in the comprehension of the aspects bound to knowledge fragmentation by the interdisciplinary groups and bound to the integration between teaching and ICDT. The understanding of teaching was based initially on the isolation of specific knowledge areas and the teaching practice centered on the teacher’s actions. However, when embedded in the ICDT context, this comprehension suffered relevant modifications. The first one was the explicitness of better cohesion among the process of teaching, learning and evaluation with the partnership between student and teacher. The second one was the appreciation of the student’s actions as producers of knowledge. It was noticed that the integration between ICDT and teaching in an interdisciplinary context constituted a promising option for transformations in the comprehension of teaching. The research will continue in 2016 with the deepening of the study and the conceptualization of Techno Teaching.

Keywords: Teaching, Undergraduate Formation, Digital Technology, Interdisciplinarity

1

INTRODUCTION

The difficulties regarding teachers’ action in classroom linked with the deficiencies of the formation processes are currently studied and translated into reports, researches and academic discussions. According to [1], the concept of educational theories and their application in teaching practice presented by teachers are in general closer to a traditional view, far from the innovations of the researches. Teachers present difficulties of planning their classes considering the use of those resources in various contexts, besides understanding teaching in a fragmented way.

The teacher formation model is still based on an application proposal of knowledge. It considers undergraduates as “virgin spirits”, disregarding their beliefs and previous knowledge [1]. The author [2] infers the pulverization of licentiates’ formation, indicating a fragile preparation of teachers to the practice of teaching in elementary education. The author reveals that there is a lack of integration between the specific formation subjects and those of pedagogical formation in the curriculum of the courses. There is a disarray of the contents, an imbalance between theoretical and practical subjects. With regard to the link of these types of knowledge to those of the technologies in teaching, it is found almost nonexistent.

Therefore, the teacher preparation is still deficient for the development of activities which use digital resources integrated with teaching. The author [3] claims that the use of the Information and Communication Digital Technologies (ICDT) in teaching practices are in general coherent with teachers’ pedagogical thinking. They are used to present and transmit the content by professionals who appreciate practices centered on teachers. They are used to promote exploration and questioning

activities by professionals who present a more active vision of teaching. Thus, the author infers that the incorporation of the ICDT into teaching practices does not guarantee an actual pedagogical and integrating transformation but only reinforces a current practice.

The authors [4], who studied the use of the ICDT by higher education professors, corroborate Coll’s affirmation [3]. They notice that teachers are interested in learning technological innovations and seek to employ them in teaching practice methodologies, usually in an expository form, seeking greater cooperation and collaboration with students. The emphasis on the exhibition of contents still persists, even though all the tools which make possible the opening to methodological changes, denoting a fragility of teaching formation processes. Even though the effort to expend the technical knowledge concerning the ICDT, the changes in pedagogical practice end up minimal because of the lack of a formation concerned with differentiated methodological proposals which could be integrated with the ICDT.

The author [5] explains that the licentiates also present this need for change and seek to achieve it in the contexts in which situations related to teaching, learning and evaluation are discussed and experimented, allowing the integration of different types of knowledge such as digital technologies. Nevertheless, he highlights that initiatives based on interdisciplinary methodological proposals integrated with the ICDT need to be fully considered to licentiates’ formation instead of only occasionally, linked to a subject or another.

Hence, it is understood that the knowledge fragmentation can be minimized by the development of interdisciplinary works still back when the licentiates are in formation. The ICDT can contribute to this process, once they can be integrated into the other types of knowledge related to teaching. The interdisciplinarity connects to the idea of integration from the theoretical presuppositions of [6] which establish the necessity of conceptual exchanges between specialists from different subjects by knowledge sharing and joint discussions. Groups of teachers and students can work collaboratively by making use of knowledge related to different knowledge fields and establishing correlations with previous knowledge appreciation of all involved.

Given the proposals for methodological change based on problem solution, either in the use of generating themes or project development, the use of the ICDT in an integrating form enables the teaching practice restructuring [7]; [8]. To authors [9] the ICDT can support the interdisciplinary work because it allows the use of unconventional methods of learning, facilitating the information exchange, the interaction among users and the integration among the types of knowledge. The author [10] reveals that changes from the ICDT are considered revolutionary in the application of teaching tasks with knowledge collaborative construction by means of exchanges involving cultural aspects. Nevertheless, it is necessary to consider that the attitude of those who use them is a relevant factor to the establishment of a changing picture which significantly contributes to the teaching, learning and evaluation process.

According to the problem posed and considering the necessity of integration between the ICDT and teaching in the interdisciplinary context for the formation of licentiates and undergraduates interested in teaching, one may ask: how does the integration between teaching and the ICDT developed by interdisciplinary groups influence the comprehension that they present about teaching?

Thus, the Federal University of Ceará (UFC) has implemented since 2013.1 the LIFE Project (Interdisciplinary Educator Formation Laboratory), sponsored by CAPES, supported by the Pro-Rectory of Undergraduate Studies (ProGrad) and the Virtual University Institute (IUVI), in partnership with public schools, starting the extension course with 64 hours, currently named Techno Teaching, attending UFC undergraduates from various knowledge fields. Different researches have been developed since then with different foci and methodological approaches.

The research reported in this context aims to analyze how the participants of interdisciplinary groups comprehend teaching integrated with the ICDT. It was used the Case Study as methodology with data collected during the course of Techno Teaching in the 2014.2 term at UFC. The analysis employs the data source triangulation as strategy, using survey questionnaire, class plans developed during the term and self-evaluation questionnaire.

Regarding teaching, the interdisciplinary groups demonstrate few modifications. They bring a comprehension based more on isolated work, centered on each specific type of knowledge, as well as on teacher practice centralization, although appreciating students’ learning process. With respect to the integration established between the ICDT and teaching, they present more relevant modifications, once they seek the use of digital technology centered on the action of students as knowledge

producers, establishing more cohesion between teaching, learning and evaluation in teacher-student partnership. Moreover, regarding the ICDT in teachers’ action, the emphasis goes on the transmission of knowledge. Evidences of change in teaching comprehension are noticed when they seek to integrate the ICDT and the teaching practice.

The research will be continued in 2015 by its application to participant interdisciplinary groups of teaching Formations offered by UFC Pro-Rectory of Undergraduate Studies.

2

INTERDISCIPLINARITY IN THE CONTEXT OF INFORMATION AND

COMMUNICATION DIGITALTECHNOLOGIES (ICDT)

The logic of the digital society is based on the continuous management from instantaneous communication and information. The speeches and social practices are reconstituted in that society in which the university is inserted [11]. Digital technologies became part of the present culture, also penetrating in the education ambit, although not always fully experienced. The electronic games; the tools of the 2.0 Web, mainly the social media; and the mobile devices, represented by cell phones and portable computers, in general, are the most used tools [8].

The use of the ICDT to the improvement of the teaching and learning process depends mainly on the context of use, not of their specific characteristics. The activities proposed by teachers and students are the principal elements which support and value this process. The innovation will happen when it starts a broader dynamic of educational exchanges by using the ICDT in different activities, turning them in favor of teaching and learning processes which could not be possible without the use of their tools [3].

The changes to promote the integration between the ICDT and the curriculum have not happened yet. The results obtained in eventual attempts caused changes which were not much systemic or disseminated. The changes from an external imposition, not considering the real necessities of the protagonists in the teaching and learning process, either from the elementary or the higher education, are one of the justifications to the problem posed. The ICDT become, thus, one more tool, not always available, which complement the classroom events, and is used in a form disconnected from the issues approached [12].

Although being the justifications different and complementary, converging to the problems is latent and persistent even with the change in social behavior and the comprehension of a necessary transformation in education observing the types of knowledge in an integrated and collaborative form. However, the achievements from the use of digital technologies in this context are possible and their contribution can favorably support the teaching and learning process [5].

The main change is based on teachers’ consciousness of the necessary alterations in attitude given the new ideas and situations from the use of the ICDT in teaching. Teachers must abandon the role of great savant to open space for students’ protagonism to be present in the teaching and learning process which now characterizes a reciprocal form: students and teachers teaching and learning [7]. In order to make this consciousness possible it is important that teachers acquire digital culture and the ICDT properties in various contexts. Teachers must use them in their own learning to understand their use in the teaching practice; he must think about the necessity of using digital technologies and how to use them in his teaching practice. Teaching practices should be “based on the development of projects, the solution of problems and the active learning” [8].

A teacher cultural change is also necessary with respect to interdisciplinarity. Teachers are not prepared to work their pedagogical practices together, given experiences exchanges, dialogues which go beyond the subject and content aspects attributed to the current curriculum knowledge. Although there is some appreciation of interdisciplinarity by teachers and a consensus on the necessity of a collective work based on conceptual exchanges, the teaching practice reveals that teachers prefer acting in a multidisciplinary way, following the linear curriculum proposal which is imposed on them [13].

The interdisciplinarity is favorable to the development of different reflections on human life. The modern world and relations established among science, technology and society can be better understood given pedagogical proposals which consider the phenomena in its complexity, getting closer to students’ context. Thus, it is possible to emphasize the study of the main concepts of each knowledge field, combining them with new contents related to affection and psychomotor aspects. Besides, promoting the student’s participatory attitude in the interdisciplinary teaching-learning

process allows the comprehension of inclusion in the social-cultural context, as well as of their conditions as individuals who are able to change their own reality [13].

Thus, the integration which may be established between the ICDT and the curriculum comprises the interdisplinary thinking. The digital culture consciousness also refers to the consciousness of the collective work with other teachers, the conceptual and methodological exchanges in favor of a meaningful leaning for students and teachers. The results of the research led by [9] show that the ICDT can support the work with interdisciplinarity because it allows the use of nonconventional learning methods, facilitating the information exchange, the adaptation to the learning styles and the integration among the types of knowledge. Besides having varied access to knowledge, teachers could abandon their role of information transmitter, playing a role of advisor to the student. The authors warn that the biggest challenge is to surpass the lectures, clarifying the role of computing in the learning process by the comprehension of the excessive quantity of information available on the internet and the various forms used to choose them.

Those aspects are also highlighted in the results of the research developed by [10]. The changes from the ICDT are considered a revolution in the application of teaching tasks. Thus, they are considered important to the development of an interdisciplinary work, given the collaborative construction of knowledge through exchanges which involve cultural aspects. Although considered important, according to the subjects’ opinion, they are not sufficient for a transformation, considering that the attitude of those who use them is a relevant factor to the instauration of a changing scenario.

The authors [14] report that interdisciplinary practices that involve the use of digital tools make learning contextualized and meaningful. The students who took part in the research became more conscious of the English language use and its accessibility in the globalized world. The different discourses used in the specific fields involved underwent a process of critical appreciation to the development of integrated activities based on common themes, ending in media products developed by the subjects themselves involved in the process of knowledge acquisition.

It is believed that, this way, the interdisciplinary work and the search for integration between the ICDT and teaching constitute elements which can favorably contribute to the promotion of critical reflections on teaching concept and its theoretical and practical aspects, in order to promote a change in the comprehension that licentiates have about teaching, based on the experience of the fragmented knowledge.

3

METHODOLOGY

The qualitative research used the Case Study as methodology. This choice is justified because of the contemporary phenomenon studied, considering the real context of the students at Federal University of Ceará; also considering the non-demand of control over the contemporary events, appreciating the thinking spontaneous expression of the subjects studied; and finally because of the direct evidence sources in the comprehension of the phenomena studied [15].

The research analysis unit comprises four (4) interdisciplinary groups formed by seven (7) students of the Licentiate Degree Course and seven (7) students of the Digital Systems and Media course, participants of the Techno Teaching course in the 2014.2 term, taking place at UFC Interdisciplinary Laboratory for Educator Formation (LIFE/UFC), supported by the Pro-Rectory of Undergraduate Studies (ProGrad) and the Virtual University Institute (IUVI).

The group comprises seven (7) men and seven (7) women. The average age of the group is twenty-tree (23). Thirteen (13) participants are face-to-face education undergraduates; one (1) participant is an online education undergraduate at UAB/UFC. Three (3) participants are studying the first term of their respective courses, three (3) participants are in intermediate terms and eight (8) are in the last term. All of them use computer and internet. Twelve (12) prefer using them at home while the others either use them at work or at university. Thirteen (13) use them every day, one (1) uses them three times a week. They access mainly social networks and search for information about profession and work.

The Techno Teaching course aims the formation of students who wish to work as teachers, having in mind the use of an interdisciplinary methodological proposal integrated to the ICDT based on the theoretical and practical study of Ausubel's Theory of Meaningful Learning [16], Czikszentmihalyi's Theory of Flow [17], Philosophy of Difference with focus on Foucault [18] and the proposals to the use of Digital Technologies in Teaching and Learning processes presented by Papert [19]. It allows the

appreciation and use of participants’ previous knowledge, the engagement and meaning construction of teaching concept and the development of the critical and reflexive thinking on the teaching practice action.

The research is conceived in three (3) parts: investigation of the previous knowledge that the interdisciplinary groups present of teaching and integration between the ICDT and teaching; investigation of the comprehension of teaching after theoretical and practical discussions on the interdisciplinarity and integration between the ICDT and teaching; and investigation of the teaching comprehension after experiencing the interdisciplinary practice integrated to the ICDT with high school students of public schools.

In the first part, without any previous discussion, the participants of the interdisciplinary groups answer a survey questionnaire provided on the internet related to the elements and concepts that comprise teaching. They are questioned about the conceptual aspects related to teaching knowledge, digital technologies, and the relations which may be established between teaching and the ICDT.

In the second part, there are theoretical discussions and understanding of the concepts of planning, class planning, building a model to be used until the end of the course. In the curriculum sequence, they study the concept of interdisciplinarity through theoretical discussion and analysis of teaching practices. Then, they start theoretical discussions and understanding of Technology and Digital Technology concepts and their insertion into the educational context: Instructionism and Constructionism. In the practice context, they search on the internet for digital educational material which can be used in classroom, regarding the specific contents of their field of knowledge. They are asked to develop a class plan, adding elements which characterize interdisciplinary teaching actions with the use of digital technology, based on the studies developed.

In the third part, after the application of the class plans developed by the interdisciplinary groups with high school students of public school, they answer a survey questionnaire provided on the internet. The questions are identical to those used in the survey questionnaire so the questions can be compared at the moment of data analysis.

The instruments of dada collection are, thus, the survey questionnaire, the class plans and the self-evaluation questionnaire. As oriented by [15], three (3) protocols of data collection are used, considering the following aspects: presentation of the general objectives of the research project, the collection specific objectives, the description of the activities developed, necessary questions to guide the work at the moment of the activities application and a guide to elaborate the case study report. The data analysis occurs by the interpretative reading of the discourses evidenced by the texts of the questionnaires and the class plans developed in the course of the research, as well as their interrelationships. In this regard, a methodological triangulation is used, favoring the comparison of the information in different instruments of the research, in order to verify the convergence and divergence of the information [20].

The data analysis is subdivided into two (2) moments: comprehension of the aspects related to the fragmentation of knowledge by the interdisciplinary groups; comprehension of the aspects related to the integration between the ICDT and teaching. In the first moment, the following elements are analyzed: how the interdisciplinary groups understand teaching; the evidences of fragmentation of knowledge in each group discourse. In the second moment, the following elements are analyzed: how the interdisciplinary groups consider the integration between teaching and the ICDT; the evidences of integration between these types of knowledge.

4

RESULTS AND DISCUSSION

The results are presented from the three (3) parts of the research given the interpretation of the discourses used in the survey questionnaire, class plans and self-evaluation questionnaires, followed by interpretation and discussion based on the theoretical reference used. The interdisciplinary groups studied are named G1, G2, G3 and G4 in order to avoid dubiety in relation to the language used in the text.

4.1 Part 1 – Investigation of the previous knowledge of the interdisciplinary

groups through survey questionnaire

Before the theoretical and/or practical discussion of the themes approached in the Techno Teaching course, the interdisciplinary groups answered a survey questionnaire, provided on the internet, comprising thirty (30) questions subdivided into two (2) parts: personal data and concepts. The questionnaire was available from 01/08/2014 to 10/08/2014. The answers of the interdisciplinary groups to four (4) questions were analyzed, involving the concept of Teaching, Digital Technology and the interrelation between them.

Regarding the aspects related to teaching, the G1 presented a comprehension based on knowledge transmission by teachers and their ability to use digital technologies; the understanding of teaching is centered on teachers’ action. To the G2, teaching is also related to the transfer of knowledge and information to students. However, they contribute to the idea of transformation in pedagogical practices as a necessity of methodological change. The G3 oscillated between the transmission of knowledge and the process of learning new tools to support the work in classroom. A comprehension of the teacher as apprentice was also noticed. The G4 was based on the knowledge propagation proposal, proposing a reconstruction of those types of knowledge through the dynamism of their action.

Teaching seemed to be articulated with the action centered on teachers in an isolated form, without a collective action with other colleagues, even when they considered the use of digital technology in this context. Despite forming an interdisciplinary group, they did not consider teaching as integration between the different types of knowledge belonging to each group. This aspect corroborates the results obtained by [2] inferring the emphasis attributed to the specific knowledge to the detriment of a connection between the different types of knowledge.

With respect to the integration between the ICDT and teaching, the G1 comprehended that digital technologies could be used to content and knowledge transmission by teachers. However, they could also be used for them to learn with the students and to produce their own material. To the G2 the ICDT are in the center of the teaching and learning process once they highlight the importance of interactive material in order to facilitate the communication of the content approached. The G3 comprehended that the ICDT could be used in teaching to make it dynamic, related to strategies which attract students’ attention or in situations in which students do research activities to increase their interest in the subject approached. For the G4, the ICDT were centered on content presentation and on teachers’ action. However, they observed that the presentation should happen in a creative and playful way. The tools mentioned the most by the groups were: computer, internet, tablet and digital board.

According to the discourses, the ICDT seem to be in the imaginary of the interdisciplinary groups as a tool which can be used mainly as support for teachers, once the teaching action seems to be comprehended as teachers’ responsibility. This assumption reinforces the results obtained [4] in which teachers’ preoccupation is based on exploring new technologies in order to use them in classroom according to the methodology based on content exposition.

4.2 Part 2 – Investigation of the teaching comprehension by the

interdisciplinary groups in the development of class plans

After theoretical and practical discussions on Interdisciplinarity, Integration of the ICDT to teaching in the Techno Teaching course, and, making use of a class plan model, the interdisciplinary groups presented in 24/10/2014 a final version of the plans developed during the course, including didactic-methodological proposals to be applied with public school students at LIFE/UFC.

Regarding the aspects related to teaching, the G1 proposed actions centered more on teachers, working knowledge in a fragmented form. Each teacher had a specific moment to present their knowledge. Thus, they appreciated the presentation of contents to put them together later on. The activities centered on students’ action followed the presentation of contents by the teachers, taking them as models to the development of the activities proposed.

Similarly, the G2 and the G3 proposed their activities. The difference established between them and the G1 was the fact that the latter had worked with the relation between the specific contents of each field in an interdisciplinary way since the beginning. Even based on content exposition, the proposals were related to the themes defined, establishing connections between the contents. The G3, for instance, cited in the class plan the necessity of presenting the contents in spiral, relating the first type of knowledge to the others involved in the proposal. The G4, however, had sought the interrelation of the specific types of knowledge since the beginning, determining the class objectives. Then they

started the proposal centered on the student’s action, the dialogue with teachers, with the presentation of the content using students’ previous knowledge.

Despite not knowing a teaching work integrated to different specific types of knowledge, the participants of the interdisciplinary groups could articulate to propose activities and strategies related to a theme and articulated among them. To some groups this comprehension happened more easily, to others there was not an internalization of the interdisciplinary concept yet, persisting the attachment to the idea of knowledge fragmentation. The basic assumption of the need for conceptual exchanges between specialists of different fields as claimed by [6] occurred during the course, culminating with the proposals presented in the class plans.

Nevertheless, the teaching actions seem to stay centered more on teachers’ action than on students’. As affirmed by [5], only an isolated formation in the context of teaching formation is not enough to modify the thinking and the teaching attitude presented. It is reasonable, thus, the work potential to be developed in the Licentiate Degree Courses, which, according to [1], need to adapt to the necessities of the job market in order to prepare teachers for the classroom environment.

In relation to the integration between the ICDT and teaching, all the groups made use of digital technologies in their classrooms, sometimes centered on teachers’ action, other times centered on students’ action to the production of knowledge and reflections. The G1 presented slides with models to be used by students, also using tablets as calculators and a site on the internet for the production of infographics by the students. The G2 provided a blog with basic information about the specific contents, the activities to be developed by the students with the opportunity to insert the narratives developed, as well as future interaction between students and teachers.

The G3 used a fan page on Facebook to work with digital photographs and asked students to create a fan page of the group to discuss the contents involving the theme. The G4 used digital games and learning objects available on the internet, search and research spaces, a blog to send comments and discussions about the contents approached, also videos to the presentation of questionings which generated reflections and criticism.

Differently from what was presented in the survey questionnaire, The ICDT were thought more diversely in proposals of activities centered on students’ action. The proposed activities turned them into knowledge producers, either in the aspect of information research and search or in the aspect of content producers, given the development of creativity and criticism. However, considering the use by teachers, slides and videos were the most frequent options mentioned.

If [3] claims that the use of the ICDT is related to teachers’ pedagogical thinking, it is possible to infer that, given the strategic changes presented in the class plans, the members of the interdisciplinary groups are passing through a process of modification related to what they understand about teaching. This aspect denotes the importance of the use of the ICDT as a type of knowledge integrated into the process of teacher formation, corroborating the ideas of [8], which highlight the importance of teachers’ consciousness concerning the appropriation of the digital culture in different contexts, mainly with the use of the ICDT in their pedagogical practice.

4.3 Part 3 – Investigation of the teaching comprehension by the

interdisciplinary groups through self-evaluation questionnaire

At the end of the Techno Teaching course the interdisciplinary groups answered the self-evaluation questionnaire, identical to the survey questionnaire. At that moment the groups had applied their class plans to public school students, experiencing the interdisciplinary work integrated to the use of the ICDT in teaching practice. The questionnaire was available between 14/11/2014 and 23/11/2014. Regarding the aspects related to teaching, the G1 mentions the necessity of improving teachers’ didactic and methodology, as well as the preoccupation with students’ productions in classroom. It is important to highlight the explicitness of the interdisciplinarity as a way of improving teachers’ performance in teaching practice. To G2, teaching is related to the teaching forms and tools which need to be improved given the analysis and proposals of new approaches which support teacher’s action in classroom. To G3, teaching is related to experience exchange between teachers with the aim to create new approaches, theories and techniques to support students’ knowledge construction. To G4, teaching is related to the comprehension of new teaching approaches from teachers’ critical development concerning their attitude and the pedagogic tendency used in classroom.

The groups, thus, centered their ideas of teaching on teachers’ action, mainly on the necessity of the didactic and methodological change, which is important to support the knowledge construction by the student. Nevertheless, few can understand teaching as an action shared between teachers with an integration of different types of knowledge. Despite having presented class plans with interdisciplinary proposals, this comprehension of teaching was not almost mentioned by the groups as an action to be applied by teachers.

This perception is justified by the understanding of the disarticulation of contents in teacher formation courses with unbalance between theoretical and practical subjects and emphasis on specific subjects taking most part of the formation workload [2]. It is noticed how complex the deconstruction of the current idea about teaching practice is, once it is experienced since childhood in a fragmented and isolated form, centered on the teacher figure.

Regarding the interaction between the ICDT and teaching, the G1 refers to the action centered on teachers, once digital technologies can be used to transmit contents, raise students’ attention and interest in classroom, prepare contents, and make more dynamic classes. In respect of the actions centered on the student, they were meant to be used for notes on tablets, development of calculation, research online and development of media products. The G2 considered the ICDT to facilitate the interpersonal relation between teachers and students, inside and outside classroom, The G3 associated the use of the ICDT to the form shared between teachers and students, once this type of digital technology gets the student reality closer to the studied concept, makes the knowledge and the evaluation process concrete. The G4 emphasized the ICDT linked to students’ action, once they can be used for information consultation, artifacts production and comprehension of the reality.

Only one group distinguished teachers’ action from students’ action related to the use of the ICDT in teaching. The others centered the comprehension in the relation between teachers and students, in actions shared between both and in the possibilities of students’ learning when the ICDT are used to the development of activities which involve creativity, production, presentation and discussion. Differently from what happened with their teaching concepts, given the thoughts about the ICDT in this context, the proposals were more related to actions in which teaching, learning and evaluation became more cohesive, closer to each other. They seem to present in this part a consolidation of what was developed in the class plan, with an idea of the ICDT more inclined to the development of students’ learning in partnership with teachers.

To [7] teachers need to modify their attitude regarding the use of the ICDT in classroom, appreciating students’ protagonism in the learning process. The author [3], in his turn, defends that this change depends on the use context of this type of technology, providing activities different from the usual, putting them in favor of teaching and learning processes, of teachers and students. Thus, it is comprehended, given the results obtained by the research, that promoting formations which make possible this type of theoretical and practical experience in an interdisciplinary context can favorably contribute to the establishment of a changing process.

5

FINAL CONSIDERATIONS

Given the problems related to knowledge fragmentation in teacher formation and the underuse of the ICDT inserted into the educational context, it was developed an analysis of how members of interdisciplinary groups comprehend teaching by its integration with the ICDT.

The experience of taking part in the extension course for teacher formation with the development of class plan in an interdisciplinary form and its application in public school classes contributed with some modifications to the way of thinking about knowledge fragmentation. The groups had the process concluded with a comprehension of teaching as isolated and centered on the specific knowledge of each knowledge field. However, it was observed modifications in the way the participants of the groups appreciated the participation of the student in the learning process. Even so, it was noticed the continuous centralization conferred to the teacher figure, being attributed to him the responsibility for the changes considered necessary in the teacher-student relationship.

Regarding the integration between the ICDT and teaching, some modifications were considered relevant. The participants of the groups came from a comprehension of the ICDT as a tool centered on teachers’ action to the comprehension of them as a tool centered on students’ action as knowledge producers. They comprehend teaching in a more cohesive way, establishing closer relations between teaching, learning and evaluation, starting from the partnership between student and teacher. Despite still thinking of the ICDT as a tool that allows knowledge transmission when used exclusively by

teachers, it is possible that the comprehension established about teaching is in process of modification given the experience of using the ICDT in class practice.

It was noticed, thus, that the integration between the ICDT and teaching in the interdisciplinary context constitutes a promising option to promote reflections and discussions about teaching in order to allow transformations in the way that the relations involving teaching, learning and evaluation in teacher formations are considered. There is the intention to continue the research with interdisciplinary groups related to the Program of Interdisciplinary Formation Integrated to Information and Communication Technologies (PROFITIC) institutionalized by UFC Pro-Rectory of Undergraduate Studies, with further investigation in the study of teaching given the relations established between the development and the application of class plans in public schools, deepening the concept of Techno Teaching.

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