Abstract:

This work aims to analyze how undergraduate students from the Universidade Federal do Ceará [Federal University of Ceará] (UFC) integrate Digital Technologies of Information and Communication (TDICs) to Teaching in the development of Material Autoral Digital Educacional [Digital Authorial Educational Material] (MADE) when participating in interdisciplinary groups. This research focuses on the fragmentation of knowledge and the underuse of TDICS as the main problems in teacher training. This qualitative research is characterized as a Case Study carried out with 60 participants enrolled in the Technoteaching discipline during the years 2019 and 2020. The data collection instruments are a survey questionnaire and the scripts of the developed MADEs. Data analysis is interpretative and comparative. It uses methodological triangulation when comparing the results of the survey questionnaire, the scripts of the developed MADEs, and the theoretical framework. It uses Discursive Textual Analysis as a theoretical and methodological basis following its premises of analytical execution: unitarization, categorization, description, interpretation, and argumentation. With the development of MADEs, the undergraduate students allowed the participation of users as co-participants in the production of MADEs, enabling them to build knowledge within the proposals presented. They used different types of digital technologies, facing a work that has an interdisciplinary approach. The undergraduates went from an understanding of teaching focused on the centralization of knowledge in the teacher, who acts in isolation, to a teaching performance that welcomes students and teachers for the development of a collaborative and contextualized work.

Keywords:

Digital Technologies of Information and Communication, Teacher Training, Undergraduate Course, Interdisciplinarity.