A DIDACTIC RATIONALITY IN THE EDUCATION OF TEACHERS: TECHNOLOGIES AND LEARNING

Abstract

This article investigates information and communication technologies (ICT) applied to Education as a didactic rationality in the education of teachers. Specifi cally, it seeks to comprehend the insertion of these Technologies in the education of special educators, on a Distance Education course, through the discipline “Information Technology in Special Education”, and to discuss the presence of a didactic rationality in the training of these teachers. An investigation is therefore carried out from a post-structural perspective, inspired by Foucault. In the analysis and discussion of the data, the didactic material of the course in question was used, and some activities developed by and with the students of the course, creating analytical units: a) technologies as an imperative of government policies on teacher education; b) learning technologies; and c) technologies for the production of learning subjects. These analytical units enable a consideration of ICTs applied to the education, especially through an understanding of methodological resources and technological resources, as a didactic rationality in the teachers’ education.