Maria Carolina Branco Costa Antunes de OLIVEIRA and Viviane Cristina GARCIA DE STEFANI
RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 18, n. 00, e023063, 2023. e-ISSN: 1982-5587
DOI: https://doi.org/10.21723/riaee.v18i00.16207 5
V - Relate the language of the media to education, in didactic-pedagogical
processes, demonstrating mastery of information and communication
technologies for the development of learning. (BRASIL, 2015, authors’
emphasis, our translation).
According to the Curricular Guidelines for the Pedagogy Course, established in
Resolution CNE/CP nº. 1/2006:
Art. 4 The Degree in Pedagogy course is intended for the training of teachers
to exercise teaching functions in Early Childhood Education and in the initial
years of Elementary School, in High School courses, in the Normal modality,
in Professional Education in the area of services and school support and in
other areas in which pedagogical knowledge is provided. [...]
III - production and dissemination of scientific-technological knowledge in
the educational field, in school and non-school contexts. [...]
Art. 5 Graduates of the Pedagogy course must be able to: [...]
VII - relate the languages of the media to education, in didactic-pedagogical
processes, demonstrating mastery of information and communication
technologies suitable for the development of significant learning (BRASIL,
2006, p. 02, our translation).
Although such guidelines encourage debates about TDIC during the pedagogue's initial
training, a large part of the courses in this degree are still being adapted or do not include
mandatory subjects focused on this topic, that is, subjects that integrate the backbone training
of all students. In situations where there is the presence of disciplines that include discussions
about TDIC, the use of digital instruments is identified as a tool for carrying out activities on
site, evidencing a paradigm of technical rationality. There are also disciplines that evoke
traditional forms of interaction or that approach the digital dimension in an exclusively
theoretical way, without deepening, continuity or encouraging practices.
In order to compare the arguments about the need to include digital technologies in the
initial training of pedagogues in accordance with legal guidelines, it is highlighted that the
BNCC (Common National Curricular Base) provides for the “General Competencies of Basic
Education”, mentioning work with digital language at school, in the following terms:
1. Value and use historically constructed knowledge about the physical, social,
cultural and digital world to understand and explain reality, continue learning
and collaborate towards the construction of a fair, democratic and inclusive
society.
[...]
4. Use different languages – verbal (oral or visual-motor, such as Libras, and
written), body, visual, sound and digital –, as well as knowledge of artistic,
mathematical and scientific languages, to express oneself and share