TECNOLOGIAS DIGITAIS DE INFORMAÇÃO E COMUNICAÇÃO (TDIC) NA LICENCIATURA EM QUÍMICA DO IF GOIANO, CAMPUS RIO VERDE

Abstract

The integration of Information and Communication Technologies (ICT) in teacher education has expanded significantly, reflecting the growing demand for digitally mediated pedagogical competencies in contemporary society. This study aimed to analyze how ICT is incorporated into the Chemistry Teacher Education Program at the Federal Institute of Goiás (Rio Verde campus), Brazil, between 2022 and 2025. To this end, the methodological procedure adopted was documentary research, based on Bardin's Content Analysis, seeking to understand how digital technologies are incorporated into the institutional and pedagogical documents of the course and to what extent this integration occurs systematically and in a pedagogically guided manner. The normative documents considered were the current Pedagogical Project and curriculum matrix, as well as a total of 161 teaching plans referring to the period from 2022 to 2025. The data were categorized into five dimensions of analysis: (i) use of virtual learning environment/Moodle; (ii) use of videos and digital resources; (iii) use of educational applications and tools; (iv) use of technologies for didactic production; (v) explicit methodological guidelines on ICT. The results showed a broad presence of digital technologies in teaching plans, mainly through the use of the virtual learning environment, videos, and online activities, but with a predominance of instrumental use focused on didactic support and assessment. It was found that although the Pedagogical Project recognizes the importance of digital technologies, their curricular integration occurs in a limited way and depends on the individual initiative of teachers, without the configuration of a structured institutional policy focused on digital education. It is concluded that there is a need for greater articulation between curriculum, institutional policies, and pedagogical practices, aiming to consolidate digital technology as a structuring element of teacher training and, thus, foster a more critical, innovative, and emancipatory education, aligned with the contemporary demands of society.