Desenvolvimento profissional docente do professor de Matemática e o uso das tecnologias digitais de informação e comunicação na educação básica

Abstract

This qualitative study presents an investigation on the teaching development of the mathematics teacher who works in the Final Years of Elementary School, in the city of Uberaba - MG, for the use of Digital Technologies. The guiding question of the research is the following: how does initial and continuing education contribute to the professional development of mathematics teachers, subsidizing their performance with the use of digital technologies in the context of basic education? In this way, this investigation aims to analyze the relationship between mathematics teachers and digital technologies built throughout their professional development. The theoretical framework contemplated professional digital technologies in teaching and teacher development and their relationship with mathematics. The theoretical-methodological framework that supports the research is social cartography, in the light of Gilles Deleuze and Félix Guattari from the perspective of Eduardo Passos, Virgínia Kastrup and Liliana da Escóssia. For the construction of empirical data, six interviews were carried out with cartographic management, remotely. Visits were also made to the school units where the research participants work, in order to have the experience of immersion in the problematic field, using the field diary and photographic records as information access devices. When carrying out these visits, it was possible to verify the concerns of the research participants regarding the resources they have in the school routine, where a lag of such resources is pointed out. Data analysis, in the light of cartography, shows that teachers in the area of Mathematics point out structural issues in the school units where they work, making it difficult to use digital technologies, which leads to an underutilization of the resources available in these spaces. Teachers also point out that there is a disconnection between theory and practice in continuing education courses offered within the municipal education network. In addition, all respondents consider the period of the COVID-19 pandemic an opportunity for professional development. It is hoped that the research can contribute to the proposals for training actions offered by the Municipality of Uberaba, through the Casa do Educador, regarding digital technologies, so that they can corroborate the wishes of professionals, especially in the area of Mathematics. In addition, after the precariousness of resources has been evidenced, from the perspective of teachers, it is also expected that this research can be a path to new investment perspectives, which subsidize teaching work with digital resources in an adequate way.