Tecnologias digitais no ensino de Matemática: um olhar para escolas do Programa Ensino Integral
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Data
2020-09-09
Autores
Silva, Fábio Ferreira da
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa de mestrado teve por objetivo investigar o uso das Tecnologias Digitais (TD) no ensino de Matemática em três escolas estaduais de ensino integral da cidade de Rio Claro que fazem parte do Programa de Ensino Integral (PEI) do estado de São Paulo. As Escolas de Ensino Integral (EEI) constituem-se um cenário que está em expansão no estado e possuem uma estrutura diferenciada das escolas convencionais em relação à presença de recursos de TD. Assim, tivemos como questão norteadora desta investigação: “A partir da visão dos professores que ensinam Matemática nas Escolas Estaduais de Ensino Integral de Rio Claro-SP, quais as possibilidades do uso de TD em suas práticas?”. Em busca de elementos para responder tal questão, desenvolvemos a pesquisa na abordagem qualitativa. Os procedimentos metodológicos adotados para a produção de dados foram: levantamento dos recursos tecnológicos presentes em cada uma das três escolas, observação de aulas dos professores que ensinam Matemática nessas escolas, aplicação de questionários e realização de entrevistas com estes professores. A partir destes procedimentos foi realizado um processo de triangulação dos dados e criadas duas categorias principais de análise, a saber: aspectos da estrutura pedagógica e aspectos da estrutura material. Ao discuti-las identificamos que as possibilidades do uso das TD no ensino de Matemática giram em torno principalmente da existência do conjunto projetores-netbooks-internet nas salas de aula, permitindo a exploração de vídeos, sites, jogos, e softwares de maneira instantânea, além de otimizar o tempo de aula ao diminuir substancialmente o que geralmente é consumido ao se escrever na lousa. Outros aspectos que possibilitaram o uso das TD foram as aulas de Práticas Experimentais de Matemática, as parcerias com universidades e o incentivo da gestão. Entretanto, percalços também foram levantados pelos professores sendo eles a falta de qualidade e manutenção de equipamentos, a indisciplina dos alunos e a falta de formação e de tempo hábil para investir no uso das TD. Com este estudo, pretende-se colaborar com a Educação Matemática no que se refere à discussão sobre o uso das TD no âmbito das Escolas de Ensino Integral.
This research aimed to investigate the use of Digital Technologies (DT) in Mathematics teaching in three integral education state schools in Rio Claro-SP that are part of the Integral Education Program of São Paulo state. The Integral Education Schools constitute a scenario that is expanding in the state and have a differentiated structure from conventional schools regarding the presence of DT resources. Thus, we had the guiding question of this investigation: “From the view of teachers who teach mathematics in integral education state schools in Rio Claro-SP, what are the possibilities of using DT in their practice?”. In search of elements to answer the question, we developed the research based on qualitative approach. The methodological procedures adopted for the production data were: survey of technological resources present in each of the three schools, classroom observation of teachers who teach mathematics in this schools, application of questionnaires and interviews with these teachers. From these procedures, a data triangulation process was carried out and two main categories of analysis have been created, namely: pedagogical structure aspects and material structure aspects. In discussing them, we identified that the possibilities of using DT in the Mathematics teaching revolve around the existence of the projectors-netbooks-internet’s set in classrooms, allowing the exploration of videos, websites, games, and software instantly, in addition to optimizing class time by substantially decreasing what is usually consumed when writing on the blackboard. Other aspects that enabled the use of DT were experimental mathematics practice classes, partnerships with universities and management incentives. However, mishaps were also raised by the teachers, being them the lack of quality and maintenance of equipment, students' indiscipline, the lack of training and time to invest in the use of DT. With this study, it is intended to collaborate with Mathematics Education regarding the discussion on the use of DT within the scope of Integral Education Schools.
This research aimed to investigate the use of Digital Technologies (DT) in Mathematics teaching in three integral education state schools in Rio Claro-SP that are part of the Integral Education Program of São Paulo state. The Integral Education Schools constitute a scenario that is expanding in the state and have a differentiated structure from conventional schools regarding the presence of DT resources. Thus, we had the guiding question of this investigation: “From the view of teachers who teach mathematics in integral education state schools in Rio Claro-SP, what are the possibilities of using DT in their practice?”. In search of elements to answer the question, we developed the research based on qualitative approach. The methodological procedures adopted for the production data were: survey of technological resources present in each of the three schools, classroom observation of teachers who teach mathematics in this schools, application of questionnaires and interviews with these teachers. From these procedures, a data triangulation process was carried out and two main categories of analysis have been created, namely: pedagogical structure aspects and material structure aspects. In discussing them, we identified that the possibilities of using DT in the Mathematics teaching revolve around the existence of the projectors-netbooks-internet’s set in classrooms, allowing the exploration of videos, websites, games, and software instantly, in addition to optimizing class time by substantially decreasing what is usually consumed when writing on the blackboard. Other aspects that enabled the use of DT were experimental mathematics practice classes, partnerships with universities and management incentives. However, mishaps were also raised by the teachers, being them the lack of quality and maintenance of equipment, students' indiscipline, the lack of training and time to invest in the use of DT. With this study, it is intended to collaborate with Mathematics Education regarding the discussion on the use of DT within the scope of Integral Education Schools.
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Escolas de tempo integral, Tecnologias de Informação e Comunicação, Educação Matemática, Full-time schools, Information and Communication Technologies, Mathematics Education