Formação inicial de professores de Matemática: o estágio supervisionado e as tecnologias digitais

Abstract

This dissertation is situated in the research line “curriculum, teaching, and formative contexts for science and mathematics education”, from the “Programa de Pós-Graduação em Educação em Ciências e Matemática” (PPGECM) at “Universidade Federal do Triângulo Mineiro” (UFTM), and integrates the “Rede de Pesquisa sobre a Profissão Docente” (REPPOD) and the “Grupo de Estudo e Pesquisa em Educação e Cultura” (GEPEDUC). Among the several changes in recent decades, the advance of digital technologies (DT) is meaningful in different societal sectors, and they are present in the daily lives of most people, including students and teachers. This work aims to understand the use of DT by the students of the module “Orientation and Supervised Internship III”, from the undergraduate teaching degree (Licenciatura) in Mathematics, at UFTM, in the context of internship practices in basic education and with reference mainly from Selma Garrido Pimenta and Marcelo C. Borba. The use of DT may facilitate the realization of more meaningful pedagogical situations and also enhance the learning of Mathematics contents during initial training courses, although a change of paradigms is necessary for their use. Using these resources has become even more evident during remote teaching in the covid-19 pandemic. In the Mathematics undergraduate course at UFTM, the module analysed aims training for high school education and is offered in the final terms. Thus, this research proposed the analysis of the Course Pedagogical Project (CPP) looking for the term “digital technologies,” the organization of a conversation circle, the observation and registration in a field diary of internship classes, training practices and two academic events. The results were discussed in the light of theoretical references, through the interpretive analysis based on Erickson (1986). According to the undergraduate students, the use of DT occurs in an isolated way during the course, without meaningful opportunities or enabling any learning of these tools, which have solely an auxiliary function. Besides that, analysing the CPP and students’ statements, the course lacks pedagogical opportunities for DT use, with a tendency to train teachers that pedagogically reflect little or nothing about technologies. In conclusion, it is a teacher's responsibility to contribute to the development of competencies and specific abilities, according to their area of knowledge, but they can also potentialize the use of DT as learning resources. The limitations of using DT during teacher’s practice are beyond the (un)availability of these resources in the classroom, as it also regards the comprehension, reflection, and conceptions about DT and training.