Tecnologias digitais em cursos de licenciaturas em Matemática de uma universidade pública paulista
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Data
2018-12-14
Autores
Cunha, Maria Francisca da [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho tem por objetivo apresentar resultados de uma pesquisa de doutorado desenvolvida no paradigma qualitativo. Teve por objetivo investigar as contribuições que as Tecnologias Digitais têm proporcionado no processo formativo de futuros professores em Formação Inicial nas Licenciaturas de Matemática na Unesp. Para buscar indícios dessa compreensão, o contexto para a produção dos dados foi formado pelos cursos de Licenciatura em Matemática da Unesp, nos câmpus de Bauru, Guaratinguetá, Ilha Solteira, Presidente Prudente, Rio Claro e São José do Rio Preto. Os dados aqui apresentados foram produzidos por meio da análise dos Projetos Políticos Pedagógicos (PPP) dos oito cursos investigados, aplicação de questionários a estudantes que na ocasião da ida ao campo de investigação para a produção dos dados, cursavam ou haviam cursado a disciplina de estágio supervisionado II e de relatos de seus professores formadores. Para a análise dos dados utilizamos a proposta apresentada por Bogdan e Biklen (1994), que consiste no desenvolvimento de categorias de codificação. Com a análise realizada, é possível afirmar que as contribuições advindas do uso das Tecnologias Digitais nos cursos investigados são bastante diversificadas. Uma dessas contribuições é que a tecnologia digital é vista tanto por professores quanto por estudantes como ferramenta para auxiliar em atividades desenvolvidas nos laboratórios. Na sala de aula, a tecnologia tem contribuído para o desenvolvimento de atividades pedagógicas, sendo inserida como um recurso didático presente em: software, vídeos, plataformas e aplicativos, servindo de subsídio no processo de ensino e aprendizagem de Matemática. Outra contribuição explicitada é que a tecnologia é vista como nova metodologia de ensino, ou seja, utiliza-se de “mecanismos” para facilitar a aprendizagem e o interesse pela Matemática. Foi apontada como auxiliar na comunicação entre estudantes e docentes e o uso de aplicativos com WhatsApp, redes sociais, Dropbox, dentre outros meio de facilitar a comunicação entres os membros da comunidade dos cursos investigados.
This paper aims to present results of a doctoral research developed in the qualitative paradigm. The objective was to investigate the contributions that Digital Technologies have provided in the training process of future teachers in initial training in Mathematics Licenses at Unesp. In order to obtain evidence of this understanding, the context for data production was formed by the Unesp Mathematics Degree courses, in the Bauru, Guaratinguetá, Ilha Solteira, Presidente Prudente, Rio Claro and São José do Rio Preto campuses. The data presented here were produced through the analysis of the pedagogical political projects (PPP) of the eight courses investigated, the application of questionnaires to students who, at the time of the research field for the production of the data, attended or had attended the discipline of supervised internship II and the reports of their teacher trainers. For data analysis we use the proposal presented by Bogdan and Biklen (1994), which consists in the development of coding categories. With the analysis performed, it is possible to affirm that the contributions coming from the use of Digital Technologies in the courses investigated are quite diversified. One of these contributions is that digital technology is seen by both teachers and students as a tool to assist in activities developed in laboratories. In the classroom, technology has contributed to the development of pedagogical activities, being inserted as a didactic resource present in: software, videos, platforms and applications, serving as a subsidy in the teaching and learning process of Mathematics. Another explicit contribution is that technology is seen as new teaching methodology, that is, it uses "mechanisms" to facilitate learning and interest in Mathematics. It was pointed out as an aid in communication between students and teachers and the use of applications with WhatsApp, social networks, Dropbox, among other means of facilitating communication among community members of the courses investigated.
This paper aims to present results of a doctoral research developed in the qualitative paradigm. The objective was to investigate the contributions that Digital Technologies have provided in the training process of future teachers in initial training in Mathematics Licenses at Unesp. In order to obtain evidence of this understanding, the context for data production was formed by the Unesp Mathematics Degree courses, in the Bauru, Guaratinguetá, Ilha Solteira, Presidente Prudente, Rio Claro and São José do Rio Preto campuses. The data presented here were produced through the analysis of the pedagogical political projects (PPP) of the eight courses investigated, the application of questionnaires to students who, at the time of the research field for the production of the data, attended or had attended the discipline of supervised internship II and the reports of their teacher trainers. For data analysis we use the proposal presented by Bogdan and Biklen (1994), which consists in the development of coding categories. With the analysis performed, it is possible to affirm that the contributions coming from the use of Digital Technologies in the courses investigated are quite diversified. One of these contributions is that digital technology is seen by both teachers and students as a tool to assist in activities developed in laboratories. In the classroom, technology has contributed to the development of pedagogical activities, being inserted as a didactic resource present in: software, videos, platforms and applications, serving as a subsidy in the teaching and learning process of Mathematics. Another explicit contribution is that technology is seen as new teaching methodology, that is, it uses "mechanisms" to facilitate learning and interest in Mathematics. It was pointed out as an aid in communication between students and teachers and the use of applications with WhatsApp, social networks, Dropbox, among other means of facilitating communication among community members of the courses investigated.
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Palavras-chave
Tecnologias digitais, Metodologias para o ensino de Matemática, Formação inicial de professores, Digital technologies, Methodologies for teaching Mathematics, Initial teacher training