Formação continuada de professores de matemática para o uso pedagógico de tablets e smartphones: o desenvolvimento de uma ação pedagógica inovadora
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Tipo
Artigo
Classficação
Nível teórico
Data
2022
Título do Períodico
Revemat: Revista Eletrônica de Educação Matemática
ISSN
1981-1332
Página(s)/e-location
1–23
Idioma(s)
pt, en
Fonte
Fonte
Florianópolis
17
1
17
1
Resumo
Apresentamos neste artigo um resumo de uma pesquisa de doutorado realizada no programa de pós-graduação da UFPR (Universidade Federal do Paraná). Nesta pesquisa realizamos uma pesquisa-ação com o intuito de analisar, avaliar e encontrar respostas a possíveisproblemas de uma rede municipal de ensino que aderiu ao programa um tabletpor aluno. Após avaliarmos que estes professores possuíam uma lacuna em sua formação para o uso de TMSF (tecnologias móveis sem fio ±tabletse smartphones), empreendemos um curso de formação continuada com o objetivo de levar conhecimentos teóricos e práticos da teoria do mobilelearning. Dentro da pesquisa proposta tivemos como uma hipótese que ao adquirir o conhecimento teórico e prático da teoria do mobile learnig, estes professores teriam sua ação pedagógica transformada para uma ação pedagógica inovadora. Nesteartigo trazemos teorias sobre a formação continuada de professores, a teoria do mobile learninge apresentamos nossa ideia de ação pedagógica inovadora. Terminamos o texto com um exemplo de um projeto de ensino de matemática criado por um dos professores cursista, onde usa tabletse smartphonesem um ambiente de sala de aula invertida.
Social demands have changed at a rapid pace, so it is urgent to update pedagogical methodologies to rethink the training processes of teachers. In this sense, this research aims to understand how Mathematics undergraduates approach the school field. To this end, interviews were conducted with six graduates of the Mathematics undergraduate course. The interviews were analyzed using Collective Subject Discourse. From this analysis process, three discourses emerged, however, in this article only the discourse "Approaching the school field" will be analyzed, which addresses the reflection on the importance of the undergraduate student to experience the school context since the beginning of the undergraduate course, because when there is integration between university and school, more capable professionals are formed. The reflections raise that the dichotomy between theory and practice is still present and recurrent in mathematics teacher education courses, so the study points to the need to experience the insertion in the school space throughout the initial training, providing undergraduates with the opportunity to learn about professional knowledge of being a teacher.
Social demands have changed at a rapid pace, so it is urgent to update pedagogical methodologies to rethink the training processes of teachers. In this sense, this research aims to understand how Mathematics undergraduates approach the school field. To this end, interviews were conducted with six graduates of the Mathematics undergraduate course. The interviews were analyzed using Collective Subject Discourse. From this analysis process, three discourses emerged, however, in this article only the discourse "Approaching the school field" will be analyzed, which addresses the reflection on the importance of the undergraduate student to experience the school context since the beginning of the undergraduate course, because when there is integration between university and school, more capable professionals are formed. The reflections raise that the dichotomy between theory and practice is still present and recurrent in mathematics teacher education courses, so the study points to the need to experience the insertion in the school space throughout the initial training, providing undergraduates with the opportunity to learn about professional knowledge of being a teacher.
Descrição
Palavras-chave
Formação de professores, Ensino de matemática, Tecnologia educacional, Tablets, Teacher education, Mathematics teaching, Educational technology, Tablets
Citação
LUIZ, Learcino dos Santos; SÁ, Ricardo Antunes de. Formação continuada de professores de matemática para o uso pedagógico de tablets e smartphones: o desenvolvimento de uma ação pedagógica inovadora. Revemat: Revista Eletrônica de Educação Matemática, Florianópolis, v. 17, n. 1, p. 1–23. 2022. https://doi.org/10.5007/1981-1322.2022.e82497. Disponível em: https://periodicos.ufsc.br/index.php/revemat/article/view/82497/48508. Acesso em: 2023-09-18