The insertion of technological processes has been imposing relevant changes in all segments, including education. In reference to this reality, the new educational demands coming from the insertion of educative technologies are observed, leading schools and educators to face the new behavioral relationships established by digital culture that impact the way of dealing with the knowledge construction. In this new educational paradigm, the figure of a new educator profile has been placing itself as a primordial issue for teaching practice that must develop new skills and competences to act in front of education for the 21st century. The purpose of the article is to understand and analyze the new didactic/ methodological requirements from the insertion of educative technologies in the teaching/ learning process, which has required an innovative teaching practice based on a new teacher profile, the so-called “Professor Researcher”. The research is qualitative based, being the locus in the Federal Institute of Amapá - IFAP, for 20 professors from different areas. The results showed that the understanding of professors about the theme still needs a wide debate to strengthen the conceptual bases and better understanding of the new teaching identity.
|
