Escuta, Autoria e Colaboração: aberturas formativas em Educação Matemática com Tecnologias Digitais.

Abstract

The pandemic caused by the Sars-Cov-2 virus changed the relationship of much of the world's population with the use of Digital Technologies. Emergency Remote Learning was considered a strategy for students and teachers to continue their schooling demands, since there was a need to meet the guidelines on social distance. However, Emergency Remote Learning intensified already existing problems regarding the training of teachers who teach mathematics from the pedagogical use of Digital Technologies. In this dissertation I describe and analyze the realization of an Extension course on Digital Technologies for teachers who teach mathematics, in the on-line modality. Through activities, synchronous and asynchronous meetings, feedbacks in attendance lists and recordings I sought to analyze qualitatively the data produced from the guiding question "What happens when an extension formative action with teachers who teach mathematics is developed from processes of listening, authorship and collaboration permeated by the use of Digital Technologies? The general objective of the research is to investigate an extension action with teachers who teach mathematics about the pedagogical use of Digital Technologies based on listening, authorship and collaboration processes. The theoretical inspirations were given with the aim of dialoguing with the data, not evidencing a single theory or a single author. The analysis was performed with the support of Nvivo10, so I bring discussions about the meetings, how the extension course was organized and carried out, weaknesses of the course, and data that were in greater evidence as for example: Technological difficulties evidenced in the ERE, Pedagogical challenges for the use of Digital Technologies, regulations, need for more discussions about the pedagogical use in the initial and continuing education of teachers, singularities of the use of DT in mathematics teaching and convergences of listening, authorship and collaboration.

Keywords: Teacher Training. Emergency Remote Learning. Pandemic. Nvivo, Humanized, Paulo Freire. Mathematics Education