Please use this identifier to cite or link to this item: http://dspace.unipampa.edu.br:8080/jspui/handle/riu/3260
metadata.dc.type: Trabalho de Conclusão de Curso
Title: Tecnologias educacionais na prática de professores que ensinam matemática: consumir, incorporar e matematizar
metadata.dc.creator: Sanches, Gregório Bages
metadata.dc.contributor.advisor1: Junqueira, Sonia Maria da Silva
metadata.dc.contributor.referee1: Junqueira, Sonia Maria da Silva
metadata.dc.contributor.referee2: Silva, Everson Jonatha Gomes da
metadata.dc.contributor.referee3: Martins, Márcio Marques
metadata.dc.description.resumo: O objetivo deste trabalho é verificar as concepções de professores(as) que ensinam matemática em relação aos usos e escolhas que fazem de tecnologias como ferramentas para construção desse conhecimento. Em nossos estudos exploratórios encontramos no referencial da Matematização da Tecnologia a base teórica para o nosso trabalho, por buscar o movimento que o professor(a) de matemática precisa realizar para tornar as novas tecnologias educacionais ferramentas de ensino. Optamos por uma abordagem qualitativa, observando pequenas amostras da realidade estudada, alicerçada em entrevistas semi-estruturadas junto a professores(as) que atuam em escolas municipais, estaduais e federais das cidades de Bagé e Dom Pedrito. Os resultados apontam que os sujeitos de pesquisa, aproximam-se e ou distanciam-se de dois extremos, o de consumir e o de incorporar a tecnologia em suas aulas e, jamais estão fixos em uma dessas concepções ou perfis, pois os processos que envolvem ensinar e aprender são dinâmicos. Entendemos que a dinâmica que move esses posicionamentos está muito arraigada a fatores que envolvem processos formadores e autoformadores, estruturais e ou de gestão das instituições de ensino em que atuam. Admitimos também a impossibilidade de professores(as) permanecerem o tempo todo matematizando a tecnologia, embora seja possível admitir que possam permanecer por toda uma era de docência, apenas consumindo tecnologias.
Abstract: The aim of this study is to verify the conceptions of Math teachers in relation to customs and choices they make of technologies as tools for building this knowledge. In our exploratory studies found in the referential of mathematization of technology the theoretical basis for our work, get the movement that the Math teacher needs to perform to make the new educational technologies teaching tools. We opted for a qualitative approach, observing small samples of reality studied, based on semi-structured interviews with teachers who work in Local, State and Federal Schools in the cities of Bagé and Dom Pedrito. The results indicate that the subjects of research, and approaching or moving away from two extremes, to consume the technology and to incorporate the technology in their classes, and never are fixed on one of these concepts or profiles, because processes that involve teaching and learning are dynamic. We undestand that the dynamic that moves these positions are too entrenched to factors involving formers and autoformars processes, structural and or management of educational institutions in that Act. We acknowledge also the impossibility of teachers remain all the time mathematizing the technology, although it is possible to admit that may remain for an entire era of teaching, just consuming technologiesThe aim of this study is to verify the conceptions of Math teachers in relation to customs and choices they make of technologies as tools for building this knowledge. In our exploratory studies found in the referential of mathematization of technology the theoretical basis for our work, get the movement that the Math teacher needs to perform to make the new educational technologies teaching tools. We opted for a qualitative approach, observing small samples of reality studied, based on semi-structured interviews with teachers who work in Local, State and Federal Schools in the cities of Bagé and Dom Pedrito. The results indicate that the subjects of research, and approaching or moving away from two extremes, to consume the technology and to incorporate the technology in their classes, and never are fixed on one of these concepts or profiles, because processes that involve teaching and learning are dynamic. We undestand that the dynamic that moves these positions are too entrenched to factors involving formers and autoformars processes, structural and or management of educational institutions in that Act. We acknowledge also the impossibility of teachers remain all the time mathematizing the technology, although it is possible to admit that may remain for an entire era of teaching, just consuming technologies.
Keywords: Matematizar a tecnologia
Tecnologias educacionais
Formação tecnológica de professores(as)
Mathematize technology
Educational Technologies
Technological formation of teachers
metadata.dc.subject.cnpq: CNPQ::CIENCIAS EXATAS E DA TERRA
metadata.dc.language: por
metadata.dc.publisher.country: Brasil
Publisher: Universidade Federal do Pampa
metadata.dc.publisher.initials: UNIPAMPA
metadata.dc.publisher.department: Campus Bagé
Citation: SANCHES, Gregório Bages. Tecnologias educacionais na prática de professores que ensinam matemática: consumir, incorporar e matematizar. 54 p. 2017. Trabalho de Conclusão de Curso (Graduação em Licenciatura em Matemática ) – Universidade Federal do Pampa, Campus Bagé, Bagé, 2017.
metadata.dc.rights: Acesso Aberto
URI: http://dspace.unipampa.edu.br:8080/jspui/handle/riu/3260
Issue Date: 12-Dec-2017
Appears in Collections:Licenciatura em Matemática

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