Abstract:

The aim of this work is to analyze how the development of Material Autorial Digital Educacional (MADE) [Digital Authorial Educational Material] influences the undergraduates understandings about teaching in a constructionism methodological context. Characterized as Case Study, it was analyzed the action of the undergraduates, which were organized in six different groups. The undergraduates were enrolled in the Technoteaching discipline offered in the first semester of 2018 in a Public Higher Education Institution. The research was divided in three phases: planning, data collection and analysis. The instruments utilized were the survey questionnaire and the development scripts of the Digital Authorial Educational Materials. The data was analyzed by direct interpretation of the collected written texts, using a methodological triangulation that considered two main points: the influence of the digital technologies and authorial production. It was verified that some students understand teaching as a process centered on the teacher action where the content is exposed without the use of the digital technologies. However, other undergraduates modified their understandings about teaching, noticing that learning happens as a result of a partnership between teachers and students through the development of Digital Authorial Educational Materials with constructionism characteristics.

Keywords:

Teaching, Undergraduates, Digital Technologies.