Produtos educacionais do PROFMAT: um olhar sobre as TDIC no ensino fundamental

Abstract

Since the last century, Information and Communication Digital Technologies (TDIC - Portuguese acronym) have been considered one of our society's cultural phenomena, interspersed among the diversity of activities we have developed. As such, they have an educational role when we consider them not only as informational instruments, but as potential resources in the construction of knowledge. At this juncture, TDICs can be used to teach complex curricula such as mathematics within the various Basic Education (BE) teaching stages. Regarding the training of mathematics teachers, the National Educational System Professional Master's Degree in Mathematics (PROFMAT - Portuguese acronym) has as its goal the professional development of mathematics teachers, particularly those working in the public school system, with the purpose of improving of BE mathematics teaching. In this sense, PROFMAT strives to produce educational products that help teachers in their practice. Of all the BE stages, that of the Elementary School (ES) acts as the articulator among the other teaching stages, being responsible for the development of the student's basic knowledge. The objective of this study is to investigate the educational products developed by PROFMAT from 2013 to 2016, focussing on those that deal with TDIC as applied to ES, in order to verify how they are presented and their possible replication for the Basic Education mathematics teaching. The specific intention is to inventory the educational products developed through PROFMAT dissertations from 2013 to 2016; analyze how the TDICs have been addressed in Elementary School; describe how products related to technology are presented to teachers, enabling their replication. In order to achieve these objectives, a methodological approach is developed from the perspective of qualitative research. It considers methodological approaches, documented research and the state of knowledge, through the use of content analysis as a contribution to data collection and analysis (BARDIN, 2016). The results highlight the low diversity of generated EPs (Educational Products), with the highest concentration being those that produce some type of didactic sequence, and with the EPs which use technologies (PETDIC - Portuguese acronym) representing 32% of the total EPs generated. Of these, the majority is destined for Middle school, particularly the 9th grade, and mainly addresses subject matter related to Space, Shape, Numbers and Operations. Within the generated PETDICs, a great variety of free technological didactic resources were observed, and in some cases the association of non-technological didactic resources, with the purpose of contributing to the teaching and learning processes. The PETDICs, primarily those with didactic sequence validation, demonstrate characteristics of applied qualitative research as they are based on scientific criteria that corroborate the hypotheses that TDICs assist in the teaching and learning process. This introduces a certain dynamicity to the mathematics classes, increasing the interest of the students. Regarding access to PROFMAT dissertations, although they are public and available in the program's official repository, its search tools are limited. The PETDIC didactic sequences are available in specific chapters or appendices, and may even be highlighted within the text for use in the classroom. Validation of the didactic sequences allows for their replication. Despite the relevance of the PETDICs in regards to the possibility of replication, the lack of standardization in their presentation structure was observed. As such, we have come to understand that the EPs generated through PROFMAT can aid mathematics teachers in their function, particularly in terms of TDIC pedagogical use, optimizing their insertion in schools.