FORMATION OF RURAL TEACHERS AND DIGITAL TECHNOLOGIES : INTERFACES WHICH POINT TO OTHER PEDAGOGICAL DYNAMICS AND MAKE TRANSFORMATION OF REALITY POSSIBLE

o contexto da educacao do campo, marcado por precariedades no acesso as tecnologias, nos leva a pensar uma formacao de professores que permita a apropriacao dos processos, linguagens, conceitos e logicas proprias das tecnologias digitais, como forma de potencializar o protagonismo dos professores. Visando compreender as demandas do campo e provocar transformacoes no contexto, foram desencadeadas acoes de pesquisa e ensino na Licenciatura em Educacao do Campo da UFBA, cuja analise, pautada nos registros da pesquisa e nas falas dos cursistas, e objeto deste artigo. Percebe-se que os cursistas, experimentando e experienciando outras formas de se comunicar, aprender, produzir conhecimento e cultura, tem superado dificuldades e estranhamentos, passando a atuar como co-autores de conhecimentos e acoes. Contudo, existem aspectos da pratica pedagogica e da proposta curricular que devem ser revistos para possibilitar uma maior articulacao das tecnologias com a formacao dos professores.The context of rural education, characterized by poor access to technology, leads one to think about teacher formation which provides for the acquisition of the processes, languages, concepts and the logic inherent in digital technologies as a way of enhancing the leadership role of teachers. In order to understand the demands of the rural area and bring about change, research and teaching activities in the Universidade Federal da Bahia licentiate in rural education were undertaken. An analysis of these activities, based on research records and participants’ discourses, is the subject of this article. It was seen that the course participants, when experimenting and experiencing other ways to communicate, learn, produce knowledge and culture, overcame difficulties and lack of familiarity, and went on to act as co-authors of knowledge and actions. However, certain aspects of pedagogical practice and curriculum should be revised to allow for greater interaction between technology and teacher formation