Formação continuada com professores dos anos iniciais: Uso de tecnologias digitais
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Data
2024-12
Autores
Orientador
Dullius, Maria Madalena
Banca
Neuenfeldt, Derli Juliano
Forneck, Kári Lúcia
Santos, Cleydson Breno Rodrigues dos
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Resumo
A presente dissertação apresentou como objetivo investigar como uma formação continuada com professores do Ensino Fundamental I potencializa o uso das tecnologias digitais em suas aulas, a partir de um estudo de caso no município de Santana-Amapá-Brasil. A realização desta investigação trouxe, como justificativa, a importância da formação continuada de professores para o uso das tecnologias, especificamente para o componente curricular Matemática, pois uma parte significativa de alunos têm dificuldades na aprendizagem do referido componente curricular. Logo, o uso das tecnologias pode contribuir para potencializar as práticas docentes e, automaticamente, o aprendizado dos(as) alunos(as). Para tanto, realizou-se um estudo de caso, apoiado em uma pesquisa bibliográfica e de campo, com abordagem qualitativa, envolvendo 10 (dez) professores(as) do 1º ao 5º ano do Ensino Fundamental I. Foram utilizados com instrumentos de coleta de dados: questionário com perguntas abertas e fechadas, observação participante, registro fotográfico, além de gravação de vídeo e áudio com a finalidade de registrar os momentos mais importantes da prática formativa. A referida investigação foi realizada em 4 (quatro) etapas: a primeira foi a aplicação de um questionário antes da prática formativa; a segunda fez alusão à prática formativa, dividida em 4 (quatro) encontros; a terceira correspondeu à socialização das atividades desenvolvidas em sala de aula pelos(as) professores(as) que participaram do curso de formação; finalizando com a avaliação da formação continuada, na qual foram apresentadas os pontos positivos e negativos. No decorrer da formação foram desenvolvidas práticas formativas, em que as professoras aprenderam a fazer uso das TDs por meio do aplicativo Calculadora Quebrada, Jogo PoliKalc, Jogo para 2: Math Duel, Jogo da Escola e Jogo Aritmética 1.036, como recursos didáticos no ensino de Matemática. Além de proporcionar momentos de socialização das atividades desenvolvidas e planejadas nas salas de aulas em que essas professoras atuam. Os resultados desta investigação demonstraram que há necessidade de formação continuada e melhorias estruturais para que as TDs possam de fato serem incorporadas no ensino da Matemática no Ensino Fundamental. Também, percebeu-se que a formação continuada quando está alinhada às necessidades dos docentes se torna um momento de engajamento, de envolvimento, de satisfação e de ensino significativo aos docentes, a fim de que propostas de TDs permitam impactar na atuação em sala de aula por meio desses profissionais. Apesar disso, entende-se que a implantação das TDs em sala de aula exige uma mudança estrutural e cultural, nesse estudo, especificamente sobre a Matemática, de maneira que as metodologias e as tecnologias digitais rompam com o estigma de abstrata e difícil que os conteúdos desse componente curricular carrega e torne o processo de ensino e de aprendizagem uma experimentação ativa, dinâmica, envolvente e acessível aos alunos, por meio das propostas dos professores. Além disso, mesmo com o interesse docente, pondera-se que os professores apresentaram algumas dificuldades no uso dos jogos digitais, especialmente no que se refere ao manuseio e funcionalidades, bem como, no planejamento de atividades com esses recursos, o que pode significar o pouco contado desses profissionais com as TDs, o que justifica o medo e as inseguranças que em alguns momentos fizeram parte do processe de ensino e de aprendizagem dos professores. Porém, enfatiza-se que as TDs permitem novas práticas e novos olhares sobre o fazer docente para que as transformações sejam duradouras e positivas. No decorrer de todas as etapas, pode-se observar que a formação continuada cumpriu com o propósito de instigar mudanças nas práticas docentes, pois permitiu a experimentação das TDs em sala de aula, possibilitou aos docentes acesso a novas formas de ensinar e tornou o processo de ensino e de aprendizagem, tanto da formação continuada, como da prática em sala de aula, mais interessantes aos alunos e eficaz do ponto de vista docente.
The present dissertation aimed to investigate how continuing education for Elementary School I teachers enhances the use of digital technologies in their classes, based on a case study in the municipality of Santana-Amapá-Brazil. This research was justified by the importance of continuous teacher training for the use of technologies, specifically in the Mathematics curriculum component, as a significant number of students face learning difficulties in this subject. Therefore, the use of technologies can enhance teaching practices and, consequently, improve student learning. To achieve this goal, a case study was conducted, supported by bibliographic and field research with a qualitative approach, involving ten (10) teachers from the 1st to the 5th year of Elementary School I. Data collection instruments included a questionnaire with open and closed questions, participant observation, photographic records, as well as video and audio recordings to document the most important moments of the training process. This research was carried out in four (4) stages: the first involved applying a questionnaire before the training practice; the second referred to the training practice itself, which was divided into four (4) sessions; the third consisted of sharing the activities developed in the classroom by the teachers who participated in the training course; and the final stage involved an evaluation of the continuous training, highlighting its positive and negative aspects. Throughout the training, teachers engaged in formative practices where they learned to use digital technologies (DTs) through educational applications such as Calculadora Quebrada, Jogo PoliKalc, Jogo para 2: Math Duel, Jogo da Escola, and Jogo Aritmética 1.036 as didactic resources for teaching Mathematics. Additionally, moments were provided for teachers to share and discuss the activities they developed and planned for their classrooms. The results of this research demonstrated the need for continuous training and structural improvements to effectively incorporate DTs into Mathematics education in Elementary School. Furthermore, it was observed that when continuous training aligns with teachers' needs, it becomes an opportunity for engagement, involvement, satisfaction, and meaningful learning, enabling DTbased proposals to impact classroom practices. Despite this, it is understood that the implementation of DTs in the classroom requires structural and cultural changes, especially concerning Mathematics. This shift is necessary to break the stigma of the subject being abstract and difficult, transforming the teaching and learning process into an active, dynamic, engaging, and accessible experience for students through teachers’ instructional proposals. Moreover, despite teachers' interest, some difficulties were noted in using digital games, particularly regarding handling, functionalities, and planning activities with these resources. This may indicate that these professionals have had little contact with DTs, which explains the fear andinsecurities that occasionally emerged during the teaching and learning process. However, it is emphasized that DTs enable new practices and perspectives on teaching, ensuring that transformations are long-lasting and positive. Throughout all the stages, it was observed that the continuous professional development fulfilled its purpose of instigating changes in teaching practices, as it allowed the experimentation of digital technologies in the classroom, provided teachers with access to new ways of teaching, and made the teaching and learning process, both in the professional development and in the classroom practice, more interesting for students and more effective from the teachers' perspective.
The present dissertation aimed to investigate how continuing education for Elementary School I teachers enhances the use of digital technologies in their classes, based on a case study in the municipality of Santana-Amapá-Brazil. This research was justified by the importance of continuous teacher training for the use of technologies, specifically in the Mathematics curriculum component, as a significant number of students face learning difficulties in this subject. Therefore, the use of technologies can enhance teaching practices and, consequently, improve student learning. To achieve this goal, a case study was conducted, supported by bibliographic and field research with a qualitative approach, involving ten (10) teachers from the 1st to the 5th year of Elementary School I. Data collection instruments included a questionnaire with open and closed questions, participant observation, photographic records, as well as video and audio recordings to document the most important moments of the training process. This research was carried out in four (4) stages: the first involved applying a questionnaire before the training practice; the second referred to the training practice itself, which was divided into four (4) sessions; the third consisted of sharing the activities developed in the classroom by the teachers who participated in the training course; and the final stage involved an evaluation of the continuous training, highlighting its positive and negative aspects. Throughout the training, teachers engaged in formative practices where they learned to use digital technologies (DTs) through educational applications such as Calculadora Quebrada, Jogo PoliKalc, Jogo para 2: Math Duel, Jogo da Escola, and Jogo Aritmética 1.036 as didactic resources for teaching Mathematics. Additionally, moments were provided for teachers to share and discuss the activities they developed and planned for their classrooms. The results of this research demonstrated the need for continuous training and structural improvements to effectively incorporate DTs into Mathematics education in Elementary School. Furthermore, it was observed that when continuous training aligns with teachers' needs, it becomes an opportunity for engagement, involvement, satisfaction, and meaningful learning, enabling DTbased proposals to impact classroom practices. Despite this, it is understood that the implementation of DTs in the classroom requires structural and cultural changes, especially concerning Mathematics. This shift is necessary to break the stigma of the subject being abstract and difficult, transforming the teaching and learning process into an active, dynamic, engaging, and accessible experience for students through teachers’ instructional proposals. Moreover, despite teachers' interest, some difficulties were noted in using digital games, particularly regarding handling, functionalities, and planning activities with these resources. This may indicate that these professionals have had little contact with DTs, which explains the fear andinsecurities that occasionally emerged during the teaching and learning process. However, it is emphasized that DTs enable new practices and perspectives on teaching, ensuring that transformations are long-lasting and positive. Throughout all the stages, it was observed that the continuous professional development fulfilled its purpose of instigating changes in teaching practices, as it allowed the experimentation of digital technologies in the classroom, provided teachers with access to new ways of teaching, and made the teaching and learning process, both in the professional development and in the classroom practice, more interesting for students and more effective from the teachers' perspective.
Descrição
Palavras-chave
Tecnologias digitais; Formação continuada de professores; Ensino de Matemática; Ensino Fundamental I; Digital technologies; Continuing education of teachers; Teaching; Mathematics teaching; Elementary School I
Citação
COUTINHO, Fabio Eduardo Braga. Formação continuada com professores dos anos iniciais: Uso de tecnologias digitais. 2024. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 19 dez. 2024. Disponível em: http://hdl.handle.net/10737/4905.