Formação docente inicial: experiências interculturais mediadas por telecolaboração entre estudantes brasileiros e argentinos.

Abstract

This qualitative study investigates how synchronous intercultural telecollaboration influences the initial training of future teachers. Telecollaborative practices can serve as valuable tools to enhance teacher training by exposing students to diverse cultures, thereby addressing the demands of contemporary basic education. The central research question guiding this study was: How can interculturality be integrated into initial teacher education to prepare educators who respect cultural diversity, foster inclusion in schools, and recognize intercultural encounters as fundamental to education? Participants included Brazilian student teachers (Universidade Estadual Paulista) and Argentine student teachers (Universidad Nacional de Córdoba). Data were collected through questionnaires, interaction logs, and reflective journals. Findings suggest that intercultural telecollaboration can provide a unique and enriching space for teacher education, broadening pedagogical perspectives and encouraging participants to incorporate thus acquired knowledge and skills into their future teaching practices.