The consensus among the dialogical voices of the national curricular guidelines for the use of digital technologies in teacher training

Abstract

The current research aims to investigate how teacher training takes place in terms of digital technologies works and to propose some principles for a teaching proposal for these technologies in the light of the reflections of Bakhtin and his Circle. For this, it focuses on the characterization of an official normative document as a discourse genre and on the verification of the way in which dialogical relations are interwoven with the presented theme. It has a qualitative and bibliographic methodology. Our investigation was guided by the methodological perspective of Bakhtin and his Circle, supported by the broad conception of statements, discourse genres, spheres, and dialogism, as well as in the works of his commentators, such as: Faraco (2009), Brait (2005, 2016 ), Grillo (2016), Marchezan (2016), and Fiorin (2017). It was found that the Resolution's speech reflects on and refracts the voice of a high educational public sphere (MEC/CNE/CP), as well as it circulates and is consumed in the educational spheres of teacher and school training. The authors' voices are those of active subjects in the discourse, who, when enunciating, address themselves to their interlocutors, which are the Higher Education Institutions (HEIs), and to the subjects undergoing teaching and school training. The enunciative context of the Resolution CNE/CP 2/2015 assumes the role of training teachers for quality and contemporary education, since there are several points in the statement about the enunciators' concern about the implementation of digital technology resources in training environments.