THE POTENTIAL OF DIGITAL STORYTELLING IN THE APPROACH/APPROPRIATION OF TECHNOLOGY: reflections on two contexts of teacher education

Abstract

This article discusses two experiences of teacher education that had the digital storytelling as structuring elements in two distinct contexts: a course of Master´s Program in Science Teaching from a brazilian federal university and a set of in-service meetings held in a private school in Minas Gerais state. The data were collected from subjects´digital storytelling, from field notes made by the researcher and from a focus group in one of the contexts. The results indicate: a) autonomous movements of technological approximation/appropriation by the subjects (which generated self-confidence); b) reflection on the pedagogical use of digital information and communication technologies (DICT); c) movements of pedagogical use of DICT seeking curricular integration. The self-confidence generated by/in the formative work with the digital storytelling also indicates the beginning of a process of empowerment of the subjects as critical and creative users of the DICT.