FORMAÇÃO DE PROFESSORES E PROCESSOS DE INTEGRAÇÃO DE TECNOLOGIAS DIGITAIS A CURRÍCULOS DE MATEMÁTICA: tessituras possíveis em tempos de pandemia

Abstract

This research was developed from a teacher training initiative with teachers from the municipality of Mineiros-GO, aiming to analyze a continuous teacher training program for the integration of digital technologies into the mathematics curriculum in the final years of Elementary School. The problem addressed in this doctoral thesis was to answer: what strategies do teachers employ in their teaching practice to integrate digital technologies into the mathematics curriculum, through a continuous training process during the pandemic? Based on this question, the data for this thesis were collected during the 2021 school year, amidst the pandemic, through a continuous training program involving six teacher-partners in the research. Meetings were conducted via Google Meet to raise and analyze issues/possibilities from their school contexts, focusing on action-reflection-training movements, constituting a research-training-integration process. The actions were recorded on the Google Meet platform for data collection purposes. This analysis is presented in this thesis as narratives, recounting processes experienced by the researcher-trainer, analyzing the use and relationships of digital technologies based on dialogues in collective meetings and planning sessions, guided by studies on complex thinking, research-training, and digital technology integration into the curriculum. Through narrative analysis, we present the ways in which teachers utilized digital technologies to teach mathematics, as well as the relationships they established between usage and training action. The training process highlighted that teachers experienced action, training, and reflection movements, and that being together with teacher-partners during continuous training enabled a transformation in pedagogical practice for teachers, as well as a self-formative process for the trainer-teacher. In this context, teacher training represents intertwined threads woven as we walk the path.