Competências docentes em tecnologias digitais de informação e comunicação (TDIC) no ensino de Ciências da Natureza: uma revisão integrativa

Abstract

Acceptance of the recurrent use of Digital Information and Communication Technologies andtheir resources in different environments of a globalized world, including the school environment, is growing. These digital tools would be available to all members of the school environment. In this way, digital technologies make it possible for professional skills to emerge that might previously have been understood as not belonging to the school environment. When inserted into the educational field by the teacher, digital technologies can be used as a viable option in favor of the student's integral and critical education. As for the process of including and adapting the teaching of natural sciences to new technologies, there are regulations and guidelines that encourage the inclusion of digital technological tools in the context of science and biology classes, with the aim of improving classroom practices. In view of this current scenario of integrating digital technologies in their plurality in teaching, the following research had the general objective of analyzing the competencies in Digital Information and Communication Technologies needed by teachers in the teaching of Natural Sciences, with an emphasis on bibliographical studies; seeking to identify how the process of integrating these competencies in teacher training occurs. The research method Integrative Literature Review was used to construct the work. Materials containing guidelines for the training of teaching competences, including digital competences, were analyzed, and the approach used was Analytical Reading of the material. The research concluded that the training required in the regulations and guidelines for the training of teachers' digital competences is not only in line with the current teaching context, but also makes it possible for teachers to adapt to the constant evolutionary process of digital technologies present in the school context. It was also concluded that adapting to new technologies takes place collectively, through sharing experiences and gradually, consisting of various levels of knowledge certification.