Matemática e o currículo da era digital: os desafios para a inovação na prática educativa
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Data
2018-02-28
Autores
Castro, Anna Luisa de
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Universidade Estadual Paulista (Unesp)
Resumo
A presente investigação teve por objetivo identificar subsídios, diretrizes, mecanismos e procedimentos essenciais para a construção do currículo da era digital, em particular o currículo da Matemática para o Ensino Fundamental. No intuito de atingir os objetivos propostos para essa investigação, foi realizada uma interação formativa, um curso no molde extensionista, o qual fundamentou-se nas ideias de Ponte (1992), Nóvoa (2002), Gatti (2008), Lévy (1999); Moran (2012), Valente (2012) e Kenski (2007), dentre outros. Ao longo dessa formação buscou-se conhecer as concepções de um grupo de professores de Matemática da Diretoria de Ensino da Região de Registro -SP sobre o uso das Tecnologias Digitais da Informação e Comunicação (TDIC). No que tange aos procedimentos investigativos, adotou-se uma abordagem qualitativa, seguindo os pressupostos dos estudos exploratório, empírico e bibliográfico, os quais favoreceram uma interpretação mais detalhada e uma melhor compreensão da intervenção pretendida. Por um lado, a intervenção buscou subsidiar os professores para o uso integrado das Tecnologias Digitais da Informação e Comunicação (TDIC), em particular o GeoGebra, nos processos de ensino e de aprendizagem da Matemática. Por outro lado, a partir da prática e por meio dos dados produzidos nessa formação (formulários, rascunhos, respostas questionários, memoriais de formação, relatórios, gravação audiovisual, diário de bordo, registro de interação entre os envolvidos, entre outras produções), buscou-se entender quais são os desafios para se estabelecer o currículo da era digital. Os principais materiais que compõem o currículo do Estado de São Paulo, com as devidas delimitações desta investigação, também se constituíram como dados importantes de análise. Utilizou-se para a análise de dados a teoria da análise de conteúdo de Bardin (2009), desvelando alguns pontos cruciais para a implantação das TDIC nas salas de aula das escolas públicas brasileiras, em especial nos processos de ensino e de aprendizagem de Matemática. No que diz respeito ao currículo apresentado por meio dos materiais didáticos fornecidos pelos órgãos centrais e oficiais, constatou-se que são pouco relevantes os subsídios para a integração do uso das TDIC no processo educativo. Nesse sentido, como contribuição desta investigação, apresenta-se caminhos a serem trilhados pela política curricular no que tange ao plasmar do Currículo de Matemática da era digital.
In this research, the objective is to identify subsystems, guidelines, mechanisms and essential procedures for the construction of the digital age curriculum, in particular, the Mathematics Curriculum for Fundamental Education. In order to reach the proposed objectives for this research, a formative interaction was carried out, in the format of a university extension course, which was based on the ideas of (1992), Nóvoa (2002), Gatti (2008), Lévy (1999); Moran (2012), Valente (2012), and Kenski (2007), among others. During this training, we sought to know the conceptions of a group of math teachers who work at Educational Board of Registro -SP about Digital Technologies of Information and Communication (DTIC). Regarding investigative procedures, a qualitative approach was adopted, following the assumptions of the exploratory, empirical and bibliographic studies, which favored a more detailed interpretation and a better understanding of the intended intervention. On the one hand, the intervention sought to subsidize teachers for the integrated use of Digital Technologies of Information and Communication, in particular the GeoGebra software, in the teaching and learning processes of Mathematics, on the other hand, from the practical and by means of the data produced in this training (forms, drafts, questionnaire responses, training reports, reports, audio-visual recording, logbook, interaction register among those involved, among other productions), we tried to understand the challenges to establish the curriculum of the digital age. The main materials that compose the curriculum of the of São Paulo (state), with due delimitations of this research, also constituted important data of analysis. The data produced and collected were analyzed in the perspective of the “content analysis” (BARDIN, 2009), and revealing some crucial points for the implantation of the Digital Technologies in the classrooms of the Brazilian public schools, especially in the processes of teaching and learning of Mathematics. With regard to the curriculum presented through the didactic book and the materials provided by the central and official bodies, it was found that the subsidies for the integration of the use of DTIC in the educational process are not very relevant. In this sense, as a contribution of this research, a discussion is presented, pointing out ways to be traced by curricular policy in what concerns the formulation of the Curriculum of Mathematics of the digital age.
In this research, the objective is to identify subsystems, guidelines, mechanisms and essential procedures for the construction of the digital age curriculum, in particular, the Mathematics Curriculum for Fundamental Education. In order to reach the proposed objectives for this research, a formative interaction was carried out, in the format of a university extension course, which was based on the ideas of (1992), Nóvoa (2002), Gatti (2008), Lévy (1999); Moran (2012), Valente (2012), and Kenski (2007), among others. During this training, we sought to know the conceptions of a group of math teachers who work at Educational Board of Registro -SP about Digital Technologies of Information and Communication (DTIC). Regarding investigative procedures, a qualitative approach was adopted, following the assumptions of the exploratory, empirical and bibliographic studies, which favored a more detailed interpretation and a better understanding of the intended intervention. On the one hand, the intervention sought to subsidize teachers for the integrated use of Digital Technologies of Information and Communication, in particular the GeoGebra software, in the teaching and learning processes of Mathematics, on the other hand, from the practical and by means of the data produced in this training (forms, drafts, questionnaire responses, training reports, reports, audio-visual recording, logbook, interaction register among those involved, among other productions), we tried to understand the challenges to establish the curriculum of the digital age. The main materials that compose the curriculum of the of São Paulo (state), with due delimitations of this research, also constituted important data of analysis. The data produced and collected were analyzed in the perspective of the “content analysis” (BARDIN, 2009), and revealing some crucial points for the implantation of the Digital Technologies in the classrooms of the Brazilian public schools, especially in the processes of teaching and learning of Mathematics. With regard to the curriculum presented through the didactic book and the materials provided by the central and official bodies, it was found that the subsidies for the integration of the use of DTIC in the educational process are not very relevant. In this sense, as a contribution of this research, a discussion is presented, pointing out ways to be traced by curricular policy in what concerns the formulation of the Curriculum of Mathematics of the digital age.
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Palavras-chave
Educação matemática, Tecnologias digitais da informação e comunicação, Currículo da era digital, Mathematics education, Digital technologies of information and communication