Abstract:

The aim of this paper is to analyze how an interdisciplinary group of undergraduate students, while studying discipline that integrates digital technology and teaching, understands the use of digital resources in the planning of teaching practice. The fragmentation of knowledge and the underuse of digital technologies are considered the main problems in teacher training. The research is characterized as qualitative based on Case Study. The unit of analysis corresponds to an interdisciplinary group of five undergraduates which were enrolled in the Technoteaching discipline, in the second semester of 2018. The research is subdivided into three stages: planning, data collection and analysis. In the first stage, the strategies, protocols, instruments and information storage policy are prepared. In the second stage, it is performed the data collection related to the development of Material Autoral Digital Educacional (MADE) [Digital Authorial Educational Material] by the undergraduates and the development proposed of a lesson plan that will utilize the MADE. In the third stage, the data are analyzed by the interpretation of the discourses of the interdisciplinary group, which are explicit in the script of MADE and in the lesson plan facing a methodological triangulation. It was found that the most used digital resources were audiovisual in partnership with analog resources, musical instruments, mixing the possibilities of resources to be used in teaching practice. It was verified that the undergraduates initially opted for a content presentation, and then expanded the lesson proposal to student participation through the construction of knowledge. It is intended to continue this research about the use of digital technologies in an interdisciplinary teaching context with undergraduate students on the subsequent semesters.

Keywords:

Digital resources, teaching practice, interdisciplinarity, authorial.