Práticas Pedagógicas com uso das TIC declaradas por Professores de Matemática do Ensino Médio no contexto do novo Currículo do Estado de São Paulo
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Data
2016-03-24
Autores
Boschesi, Fabio Henrique Lepri [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa foi desenvolvida junto ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia, UNESP – Campus de Presidente Prudente, vinculada à linha de Pesquisa Processos Formativos, Ensino e Aprendizagem. Diante da implantação de uma nova organização curricular, proposta pela Secretaria da Educação do Estado de São Paulo, que visa propor um novo Currículo para os níveis Ensino Fundamental II e Ensino Médio e as práticas pedagógicas realizadas por professores de Matemática do Ensino Médio com uso das Tecnologias da Informação e Comunicação (TIC) surge o seguinte problema de pesquisa: como as TIC estão presentes no Currículo de Matemática, mais especificamente, nas Situações de Aprendizagem dos Cadernos do Professor e dos Cadernos do Aluno, e como os professores de Matemática do Ensino Médio relatam que estão desenvolvendo suas práticas com uso destes recursos na realidade da escola pública Estadual? Os dados foram coletados junto a 30 professores de Matemática da rede Estadual, com aulas atribuídas no Ensino Médio, pertencentes a uma Diretoria de Ensino do Interior de São Paulo. Os procedimentos metodológicos envolveram análise documental dos materiais que subsidiam o novo Currículo, aplicação de questionários e a realização de entrevistas com os professores. Os resultados da pesquisa mostram que os Cadernos do Professor e do Aluno pouco contribuem para que os professores integrem as TIC às suas práticas. A ausência de orientações para o desenvolvimento da aula e a sequência didática do material não favorece o uso das TIC como potencializadoras do processo de ensino e aprendizagem. Em relação ao uso das TIC pelos professores participantes, os resultados mostram que apesar das dificuldades enfrentadas, advindas da falta de formação específica e da ausência de orientações no material do Currículo, em suas aulas os professores estão superando a sequência didática sugerida. Sobre as condições de infraestrutura escolar para realização de aulas com uso destes recursos os resultados apontam que ainda há muitos desafios a serem superados.
This research was developed jointly to the Educational Post Graduation Program of the University of Science and Technology – UNESP – Presidente Prudente campus, entailed to the research line of Educational Processes, Teaching and Learning. In face of the implementation of a new curricular organization proposed by the Secretary of Education of São Paulo which aims proposing a new curriculum for Elementary school, cycle II and High School, besides the pedagogical practices performed by mathematics teachers of high school with the use of the Technologies of Information and Communication (TIC) has risen the following research issue: How are the TIC present in the curriculum of Mathematics, more specifically, at the Learning Situations of the Teachers and Students Textbooks, and how High School mathematics teachers report the way they are developing their practices with the use of such resources within the reality of Public State School? For data collecting we count on with the participation of 30 Mathematics teachers from State public schools, with assigned classes in High School levels, belonging to a Board of Education in the countryside of São Paulo. The methodological procedures involved documental analysis of the material that subsidizes the new Curriculum, questionnaire and interviews with teachers. The research results show that teachers and students textbooks do not present enough contribution for teachers to integrate the TIC to their practices. The lack of orientation for class planning and didactic sequence of the material does not enable the use of TIC as empower tools for the teaching and learning process. Regarding to the use of TIC by the participant teachers, the results show that even in face of difficulties, due to the lack of specific training and absence of material orientation in the curriculum, the teacher are overcoming the suggested didactic sequence in their classes. What concerns to school facilities for classes accomplishment with the uses of these resources, the results point that there are still a lot of challenges to be superseded.
This research was developed jointly to the Educational Post Graduation Program of the University of Science and Technology – UNESP – Presidente Prudente campus, entailed to the research line of Educational Processes, Teaching and Learning. In face of the implementation of a new curricular organization proposed by the Secretary of Education of São Paulo which aims proposing a new curriculum for Elementary school, cycle II and High School, besides the pedagogical practices performed by mathematics teachers of high school with the use of the Technologies of Information and Communication (TIC) has risen the following research issue: How are the TIC present in the curriculum of Mathematics, more specifically, at the Learning Situations of the Teachers and Students Textbooks, and how High School mathematics teachers report the way they are developing their practices with the use of such resources within the reality of Public State School? For data collecting we count on with the participation of 30 Mathematics teachers from State public schools, with assigned classes in High School levels, belonging to a Board of Education in the countryside of São Paulo. The methodological procedures involved documental analysis of the material that subsidizes the new Curriculum, questionnaire and interviews with teachers. The research results show that teachers and students textbooks do not present enough contribution for teachers to integrate the TIC to their practices. The lack of orientation for class planning and didactic sequence of the material does not enable the use of TIC as empower tools for the teaching and learning process. Regarding to the use of TIC by the participant teachers, the results show that even in face of difficulties, due to the lack of specific training and absence of material orientation in the curriculum, the teacher are overcoming the suggested didactic sequence in their classes. What concerns to school facilities for classes accomplishment with the uses of these resources, the results point that there are still a lot of challenges to be superseded.
Descrição
Palavras-chave
Tecnologias da Informação e Comunicação, Currículo de Matemática e suas tecnologias, Práticas Pedagógicas, Technologies of Information and Communication, Mathematics Curriculum and its technologies, Pedagogical Practices