CAPACITATION IN NEW TECHNOLOGIES IN TEACHERS´ INITIAL AND CONTINUOUS FORMATION

Abstract

Current technological society requires that the contemporary teacher is prepared to use new technologies in the school milieu through educational softwares and other applications. Current study investigates the profile of teachers in basic education and in high schools of government-run and private schools in the region of Londrina, Brazil; the use of Information and Communication Technology in their pedagogical practice; verification whether teachers were capacitated to work with technologies within the school environment during their initial formation; and the motivation for the introduction of courses to improve their pedagogical practice. Results of the descriptive, analytic, bibliographic and field research showed that most interviewed teachers were experienced in teaching; employed the computer but did not use the information laboratory; most did not have any lessons in Informatics during the initial formation years; in the case of those who had lessons, these were insufficient for the construction of theoretical and practical knowledge, or rather, it did not provide an interaction between technological approach and the challenges of educational practice as an innovating resource in the teaching-learning process. Results on motivation to improve their knowledge on new technologies through continuous formation showed that lack of time was the most referred to motive.