Desafios docentes no ensino superior: entre a intencionalidade pedagógica e a inserção da tecnologia

Abstract

This theoretical essay, of a qualitative nature, addresses the Digital Technologies of Information and Communication - TDICs as a contributor to pedagogical practice in Higher Education. To build their arguments the authors rely on authors such as Cristensen; Horn; Staker (2015), Valente (2014), Nevoa (2015), Freire (2002), Pretto (2008). There is a challenge in understanding the teaching activity allied to digital culture. The University needs to reflect on the pedagogical doing in cyberculture, since the students come from the environment with technologies. The inclusion of digital technologies as a tool for building knowledge and social and educational knowledge in Higher Education generates greater participation and learning. It is verified the need of the teacher to use technological artifacts and to know the digital language of the students, which contributes to the students results and generates the necessary innovation to higher Education.