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Affiliation. Teacher Training. Teaching Practices. Digital Technologies.
The present study approaches the affiliation and adherence process to Digital Technologies (DT) from a self-regulated orientation developed by teachers when they internalize necessary actions for the use of DT in the daily teaching activity. It was considered, for the analysis of this study, observations organized through the researcher's formative experiences, informal studies with teachers where she works as a training teacher and the formative experiment developed in the format of an Extension Course: the use of discursive genres for digital support in classroom. The purpose of the analysis is to reveal a model of self-regulated guidance that contributes to the process of teacher’s affiliation to DT, to re-elaborate other guidelines that make it possible to re-signify their practices and use DT as an inherent knowledge to the teaching profession. The study is based on an epistemic basis taking into consideration theorists who discuss DT, teacher training, learning and the meaning of affiliation, having this last one being a key category in this study. Therefore, the conceptions of researchers such as: Coulon (2008;2017), Garfinkel (2018), Ramalho; Núñez; Gauthier (2004), Imbernón (2011), Gatti (2016), Kenski (2008), Valente (1999; 2011; 2014) among others, are referenced in the study. The methodology used in the study is based on ethnomethodology for the main object of observation - the practices of the teaching routine revealed in the routines that materialize in languages, knowledge, conducts. As a result, it is possible to observe the relevant contribution of self-regulated guidance for affiliation and adherence to DT from the re-elaboration of other guidelines and application in the classroom by the professors of the Instituto de Educação Superior Presidente Kennedy, context of the research.