COMPREHENSION THE TEACHING FOR STUDENTS OF HIGHER EDUCATION AS PART OF INTERDISCIPLINARY LEARNING/TEACHING MODEL IN THE CONTEXT OF INFORMATION AND COMMUNICATION DIGITAL TECHNOLOGIES

This paper describes research actions with the purpose of analyzing the understanding that interdisciplinary groups of Undergraduate students in Teaching Formation Integrated to Cyberculture and Education (in Portuguese, Formação LICIE) proposed by the Federal University of Ceará (UFC) present on educators to develop interdisciplinary lesson plans in the context of the use of Information and Communication Digital Technologies (ICDT). Given the fragmentation of knowledge as one of the central problems in Teaching Education, the research conducted, characterized as a Case Study, presents as analysis subjects four members that make up an interdisciplinary group. The group is composed of two Teaching Education students at UFC and two students of the Undergraduate course on Systems and Digital Media, also at UFC. The research actions started in the second semester of 2014, in the facilities of the Interdisciplinary Educators Formation Laboratory (in Portuguese, LIFE/UFC). The approach taken in this work is divided into two stages. The first stage comprehends a research on the prior knowledge of the interdisciplinary group members to develop an interdisciplinary lesson plan integrated with ICDT. The second stage comprises an analysis of any changes in lessons plans after a theoretical discussion of the Interdisciplinarity and the Integration of ICDT to teaching. The analysis uses the data source triangulation in three stages: the understanding of interdisciplinary teaching; the understanding of integrated teaching to ICDT; and the understanding of teaching linked to aspects of teaching, learning and evaluation. At first, the understanding of the interdisciplinary group members about teaching was based on the fragmentation of knowledge with digital technology centered on the teacher's role. After the theoretical and practical discussions about teaching, during formation, it was found that the understanding of teaching starts a modification process in the interdisciplinary group. Evidences of articulation between the knowledge of specific areas of the group members, the use and integrate of digital technologies also centered on the student roles are guiding elements to articulate interdisciplinary proposals for methodological development for teacher formation.