FORMAÇÃO CONTINUADA DE PROFESSORES EM MEIO A PANDEMIA: CONHECIMENTOS MATEMÁTICOS E USO DE TECNOLOGIAS DIGITAIS.

Abstract

This research was developed from a formative action with early years teachers of Elementary School in the municipality of Mineiros/GO, with the objective of analyzing the knowledge of teachers who teach mathematics in a training-integration initiative carried out remotely. It was thus sought to answer the following research question: What knowledge can be mobilized/constructed by teachers in a training-integration initiative that takes place at a distance? The investigation was conducted with four teachers during the 2021 school year, in the context of the Covid-19 pandemic, through formative meetings held via Google Meet and based on the principles of research-formation. The data were produced from written records, spoken contributions in synchronous meetings, and feedback on the proposed activities, and were presented in narrative format. The theoretical framework articulated the Technological Pedagogical Content Knowledge (TPACK) model by Mishra and Koehler (2006), the F@R model by Costa and Viseu (2008), and the levels of curricular integration of technologies presented by Sánchez (2003). The results indicated that the teachers mobilized mathematical content, pedagogical, and technological knowledge, with signs of expansion of some of these types of knowledge and their intersections. Although at different paces, the participants show signs of a movement of re-signification of their practices during the training period with the use of technologies. The analyses also highlighted the potentialities of the training initiative, such as the space for listening and collective reflection, and challenges such as limited access to technology in school and home environments (pandemic period), reduced time, and teacher work overload. The research contributes to the field of Education and Mathematics Education by highlighting the potential of formative proposals in the form of study groups, which take place in articulation with the curricular movements of the school and teachers. Keywords: Formation-Integration. Digital Technologies. Mathematics Education. Elementary School. Teaching Practice.