QUAIS OS ENCAMINHAMENTOS METODOLÓGICOS/CURRICULARES PARA O PROCESSO DE FORMAÇÃO DE PROFESSORES, ENVOLVENDO O TRABALHO COM GÊNEROS MULTISSEMIÓTICOS OU PARA O USO DE TECNOLOGIAS EM SALA DE AULA? UMA REVISÃO

Abstract

Introduction: Teacher education constitutes a practice that must be ever re-signified, since the teacher is always facing new challenges in his profession. An example of this is technology-mediated teaching and classroom work with socially circulating multisemiotic genres. Thus, it is crucial that during his training process he is trained to use digital technologies and to work with multisemiotic/multimodal discursive genres. Objective: Carrying out an integrative literature review in order to understand the methodological/curricular forwarding for the teacher education process, involving work with multisemiotic genres or for the use of technologies in the classroom. Materials and Methods: It was made a search of the references in the CAPES Periodicals, Google Scholar databases in August 2021. The search allowed the identification of 08 papers that met the established criteria. Results: From the data analysis, it was possible to analyze that the researches carried out showed the lack of the teacher education courses regarding the training of future students for the use of digital technologies and the work with multisemitotic genres in the classroom, wherein 25 % of the papers found the need to propose didactic situations involving work with the production of multisemiotic texts, another 25% found the need to improve or revise the curricular matrices of teacher training courses, 12.5% ​​reported the growing restlessness in if working with texts whose media are digital, 12.5% ​​found the need to rethink teacher training for issues emerging from the insertion of information and communication technologies as pedagogical teaching material, 12% found that teacher training should ensure articulation between theory and practice and the forwarding of reflective activities and 12.5% concluded that after teachers theorize with their peers, they demonstrate to have a certain digital literacy. Conclusion: Hence, it was possible to conclude that the methodological/curricular forwarding for the teacher education process, involving work with multisemiotic genres or for the use of technologies in the classroom are: redefining the curricular matrices of teacher education courses with the inclusion of curricular components that prepare future teachers for the use of technologies and work with multisemiotic genres in the classroom, promoting of spaces for reflection on the practice of producing multisemiotic texts during the course of teacher education, provide future teachers with experiences with the use of technologies and work with multisemiotic genres in the classroom during the education process, proposition of didactic situations, involving text production activities by the undergraduate students.