Use of technological tools in university education for the construction of knowledge

Abstract

The present article contains an extract from research conducted with the purpose of reflecting on the use of technological tools in university education for knowledge construction within the National Training Program in Informatics in Mene Grande. The study employed a qualitative methodology with an ethnographic approach, utilizing observation, in-depth interviews, and an observation guide as data collection techniques and instruments. The key informants were five faculty members from the aforementioned program. Findings indicated a resistance to change among some professors when establishing work guidelines that integrate technological tools. They argue that students use these tools primarily for maintaining contact regarding certain disciplinary aspects of the course, even when not attending class, allowing them to follow their learning pace despite being away from the university campus. Consequently, these faculty members continue developing classroom activities traditionally, as they only consider the technological tools as support for assigning activities. nowledge construction is the result of an individual reinterpretation of curricular contents, enabling the contextualization of knowledge and its application to the work reality. This process develops a problem-solving skill, offering novel solutions to real situations.