A formação de professores que ensinam matemática e os dispositivos móveis: um olhar sobre dissertações e teses brasileiras publicadas no interstício 2011-2019
Nenhuma Miniatura disponível
Data
2022-09-27
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
The present research is linked to the line of research Teaching and Learning of Science and Mathematics, of the Postgraduate Program in Science and Mathematics Education, of the Federal University of Goiás. The use of mobile technological resources to establish connections with other devices or systems to create opportunities for the organization and acquisition of information and knowledge has spread in several training spaces. In the search to understand this
insertion in the educational environment, this research aimed to unveil and analyze how Brazilian theses and dissertations, in the teaching area, approach the use of mobile devices, in the context of teacher training for mathematics teaching, in the interstice from 2011 to 2019. For this, teaching was observed as a historically constructed profession, encompassing public policy initiatives for teacher training and the insertion of mobile devices in the educational field. Based on Honoré (1980), Nóvoa (1992), Garcia (1999), Alarcão (1998), Imbernón (2011), and Brzezinski (2011, 2016), the process of composing studies on teacher education presented as a field of disciplinary. Nóvoa (1992), Tanuri (2000), Saviani (2005, 2009), Gatti and Barreto (2009), Diniz-Pereira (2013), and Gatti et al. (2019) helped the studies to address the process of teacher training in Brazil. Fiorentini and Lorenzato (2009), Fiorentini (2009), and Santos (2017) contributed to the reflection on teacher training in the field of mathematics education; Moraes (1993, 1997), Bonilla and Pretto (2000), Moraes (2002a, 2002b, 2012), Almeida (2008), Shiroma and Evangelista (2015) and Bueno (2017) to address information technology policies for teacher education for the use of technologies. In addition, concerning the relationship between technologies and education, Vieira Pinto (2005), Peixoto (2008, 2012, 2015), Moraes (2016) and Peixoto and Moraes (2017) were taken as references. It was supported methodologically, by Romanowski (2002), Romanowski and Ens (2006), and Ferreira (2002) for the documental study called the State of Knowledge, with a view to mapping and analyzing the pedagogical-didactic discourses present in the academic productions available in the Thesis and Dissertation Bank of Capes and the Brazilian Digital Bank of Theses and Dissertations (BDTD). Using the descriptors "Applications", "Apps", "Smartphones", "Tablets", "Mobile devices", "Portable", "Mobile", "Laptops", "Notebook" and "Cellular devices" associated with the terms "Teacher Training" and “Teaching in Mathematics” constituted the research corpus through twenty pieces of research, being ten academic master's research, five doctoral research, and five professional master's researches. Qualitative studies of the corpus helped to observe the complexity of the relationships established between teacher training and the use of mobile devices, which three categories were perceptible: emphasis on mobile devices, emphasis on teacher training, and articulation between teacher training and the mobile devices. The references that supported these discussions emerged a posteriori, through data extracted from the corpus. Discussions present in research on technological devices sometimes present them as a determining factor to transform society, culture, politics, and the economy; sometimes they recognize mobile devices as a social construct, as an expression of human activity, which has its contradictions, problems, and possibilities in the educational field.
Descrição
Palavras-chave
Citação
ALVES, Kelen Michela Silva. A formação de professores que ensinam matemática e os dispositivos móveis: um olhar sobre dissertações e teses brasileiras publicadas no interstício 2011-2019. 2022. 143 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2022.