Potencialidades didáticas e pedagógicas do Facebook como uma comunidade de prática virtual para a formação continuada de professores de Matemática
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Data
2018-06-27
Autores
Oliveira, Maria Angela de Oliveira [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho possui como objetivo investigar e compreender as inter-relações existentes entre as potencialidades didáticas e pedagógicas do Facebook e os momentos formativos, sob a perspectiva teórica de alguns conceitos de Comunidades de Prática, no processo de formação de professores de Matemática. Em busca de caminho para delinearmos resposta à questão norteadora da pesquisa: Quais são as Potencialidades Didáticas e Pedagógicas da Rede Social – Facebook - em uma Comunidade de Prática Virtual? Assumimos nesta pesquisa, os conceitos que permeiam as potencialidades didáticas e pedagógicas do Facebook como uma comunidade de prática virtual para a formação continuada de professores que ensinam Matemática, baseados em autores que afirmam que a rede social- Facebook pode propiciar comunidades em que alunos e professores podem se envolver em tarefas, manifestações da prática docente, dificuldades da profissão docente, anseios e expectativas, avanços e retrocessos no processo de aprender a ser professor. Esta pesquisa está pautada nos pressupostos da pesquisa qualitativa com abordagem Netnográfica e alguns conceitos de Análise de Conteúdo. O cenário para investigação e constituição dos dados foi por meio de dois contextos práticos, a Entrevista e o Curso de Extensão, intitulado: “A utilização do Facebook como recurso pedagógico na Educação Matemática”. O Curso foi a distância e teve como plataforma EaD o próprio Facebook do Curso. O Curso abordou a inserção das TIC – Tecnologias da Informação e Comunicação – no contexto da Educação Matemática, a partir de reflexões teóricas e as metodológicas sobre teóricos e pesquisadores, que abordam as TIC na Educação. Os professores participantes, sujeitos desta pesquisa, de diversos estados brasileiros e atuantes no Ensino Fundamental e Médio. Durante o Curso, esses participantes tiveram oportunidades de criarem Grupo e Página Matemática para interagirem com os seus alunos das escolas. Este Curso permitiu a discussão das potencialidades didáticas e pedagógicas do Facebook em uma Comunidade de Prática Virtual. O componente teórico da pesquisa discute a prática docente no contexto da formação continuada de professores de Matemática, a Comunidade de Prática, nos processos formativos de professores de Matemática, as TIC no processo de formação continuada, o Facebook na Educação, e o Facebook como uma Comunidade de Prática Virtual. A metodologia e os procedimentos adotados permitiram analisar as inter-relações existentes entre as potencialidades didáticas e pedagógicas do Facebook e os momentos formativos, sob a perspectiva teórica de alguns conceitos de comunidades de prática, tais como: a reificação da prática dos professores, negociação de significados e compartilhamento de experiências sobre a prática docente, no processo de formação de professores de Matemática. As Categorias de Análise desta pesquisa foram descritas da seguinte forma: Categoria I – Formação do Professor; Categoria II – Função da Escola e Categoria III – Perspectivas das TIC no Contexto Educacional. Com essa Análise, podemos afirmar que em nosso Curso observamos momentos que puderam ser considerados como uma Comunidade de Prática, no contexto virtual do Facebook, pois os participantes, por meio de experiências compartilhadas sobre a prática docente mostraram indícios de ressignificação da prática e negociação de significados com os pares tais como: discussões e reflexões conjuntas relacionadas as práticas pedagógicas desenvolvidas no contexto escolar; atividades conjuntas nas quais puderam compartilhar informações e aprendizagem; a oportunidade de desenvolver no Facebook um processo de ensino e aprendizagem de forma interativa.
The present study aims to investigate and understand the existing inter - relations between the potentials of the Facebook's didactic and pedagogical and its education moments, by some Commun ity of Practice's concepts theoric perspective , in the process of Mathematics professor education, in search of the path to obtain the answer to the question guiding the research: What are the possible didactic and pedagogical potential of Social Media - Facebook - in a Community Virtual Practice? We assume in this research the concepts that permeate the Facebook‟s pedagogical and didactic potential as a virtual community of practice to a continuing training of professors that teach Mathematic, based on a uthors that affirm that the social network – Facebook – can propitiate communities which the students and professors can involve themselves in taks, manifestation of teaching practice, difficulties of the teaching profession, yearnings and expectations, ad vances and setbacks in the process of learning to become a professor. This research is based on the assumptions of qualitative research with netnographic and some concepts of Content Analysis.The scenario for research and creation of data was through two c ontexts, the Interview and the Extension Course entitled "Use of Facebook as a pedagogical resource in Mathematics Education". The course was by distance and the learning platform was Facebook itself. The course addressed the integration of ICT - Informati on and Communication Technology - in the context of mathematics education, from theoretical and methodological reflections on theoretical and researchers, addressing ICT in Education. The participants, the research subjects, were teachers from several Braz ilian states and active teachings in High and Middle School. During the course, these participants had the opportunity to create a mathematical Facebook Page and Group to interact with the schools‟ students. This course allowed the discussion of the Facebo ok's potential didactic and pedagogical into a Virtual Community of Practice. We then present the Methodology and the methodologics proceedings that permeate the research, which constitutes a "local" participation in which members share experiences, value s and knowledge about teaching practice. We also present the methodology and methodological procedures that permeate this research and its practical contexts, which were used to analyze the existing interrelationships between the potentials of the Facebook 's didactic and pedagogical and its education moments, by the theoretical perspective of some concepts of Community of Practice, such as: the reification of the professors‟ practice, negotiation of the meaning and sharing of experiences of the teaching pra ctice, in the process of formation of mathematics teachers. The categories of analysis of this survey were described as follows: Category 1: Teacher Training; Category 2: School‟s Role, Category 3: I CT Prospects in the Educational Context. With this anal ysis, we can afirm that we observed in our Course moments that could be considered as a Community of Practice in the virtual context of Facebook, since the participants, by means of experiences shared about the teaching practice showed indications of resig nification of practice and negotiation of meanings with peers such as: discussions and reflections altogether related to pedagogical practices developed in the scholar context; group activities in which they could share informations and learning; opportuni ty in developing the process of teaching and learning in an interactive way on Facebook.
The present study aims to investigate and understand the existing inter - relations between the potentials of the Facebook's didactic and pedagogical and its education moments, by some Commun ity of Practice's concepts theoric perspective , in the process of Mathematics professor education, in search of the path to obtain the answer to the question guiding the research: What are the possible didactic and pedagogical potential of Social Media - Facebook - in a Community Virtual Practice? We assume in this research the concepts that permeate the Facebook‟s pedagogical and didactic potential as a virtual community of practice to a continuing training of professors that teach Mathematic, based on a uthors that affirm that the social network – Facebook – can propitiate communities which the students and professors can involve themselves in taks, manifestation of teaching practice, difficulties of the teaching profession, yearnings and expectations, ad vances and setbacks in the process of learning to become a professor. This research is based on the assumptions of qualitative research with netnographic and some concepts of Content Analysis.The scenario for research and creation of data was through two c ontexts, the Interview and the Extension Course entitled "Use of Facebook as a pedagogical resource in Mathematics Education". The course was by distance and the learning platform was Facebook itself. The course addressed the integration of ICT - Informati on and Communication Technology - in the context of mathematics education, from theoretical and methodological reflections on theoretical and researchers, addressing ICT in Education. The participants, the research subjects, were teachers from several Braz ilian states and active teachings in High and Middle School. During the course, these participants had the opportunity to create a mathematical Facebook Page and Group to interact with the schools‟ students. This course allowed the discussion of the Facebo ok's potential didactic and pedagogical into a Virtual Community of Practice. We then present the Methodology and the methodologics proceedings that permeate the research, which constitutes a "local" participation in which members share experiences, value s and knowledge about teaching practice. We also present the methodology and methodological procedures that permeate this research and its practical contexts, which were used to analyze the existing interrelationships between the potentials of the Facebook 's didactic and pedagogical and its education moments, by the theoretical perspective of some concepts of Community of Practice, such as: the reification of the professors‟ practice, negotiation of the meaning and sharing of experiences of the teaching pra ctice, in the process of formation of mathematics teachers. The categories of analysis of this survey were described as follows: Category 1: Teacher Training; Category 2: School‟s Role, Category 3: I CT Prospects in the Educational Context. With this anal ysis, we can afirm that we observed in our Course moments that could be considered as a Community of Practice in the virtual context of Facebook, since the participants, by means of experiences shared about the teaching practice showed indications of resig nification of practice and negotiation of meanings with peers such as: discussions and reflections altogether related to pedagogical practices developed in the scholar context; group activities in which they could share informations and learning; opportuni ty in developing the process of teaching and learning in an interactive way on Facebook.
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Palavras-chave
Facebook, Comunidade de prática, Matemática, Formação de professores, Tecnologias de informação e de comunicação (TIC), Community of practice, Mathematics, Teacher training, Information and communication technology (ICT)