Formação continuada em tempos de pandemia: elaboração de recursos utilizando o software GeoGebra para a construção documental do professor

• Ano de defesa: 2024
• Autor(a) principal: Dias, Adriana de Oliveira
• Orientador(a): Abar, Celina Aparecida Almeida Pereira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Matemática
• Departamento: Faculdade de Ciências Exatas e Tecnologia
• País: Brasil
• Palavras-chave em Português: Formação continuada; Abordagem documental do didático; Teoria da atividade
• Palavras-chave em Inglês: Continuing training; Documentary approach to didactics; Activity theory
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/41160

This research was carried out during the COVID-19 pandemic, in a state school in the city of São Paulo with the aim of contributing to the continued training of teachers in the teaching and learning of science and mathematics. We present actions carried out in the creation or adaptation of resources using the GeoGebra software in the teacher's document construction. The objective of this investigation was to analyze which actions to overcome contradictions, conflicts and difficulties that occurred during continuing education influenced the documentary construction of the participating teachers. To do this, we used the reflective investigation methodology, and data was collected through continuous training meetings recorded on the Microsoft Teams platform. Furthermore, to exchange important information and materials, a WhatsApp group was used. The theoretical perspectives that guided the study were the Documentary Approach (ADD) and Activity Theory (AT), especially the concept of Expansive Learning. The actions during continuing training were analyzed by the TA, the difficulties, conflicts and contradictions that occurred were identified, the actions taken to overcome them and the evolution of the participants were analyzed according to the expansion cycle and the seven levels foreseen in Expansive Learning. The results indicate that teachers developed actions to change their attitude in relation to the choice of their resources and the way they produce their teaching activities, culminating in an expansion of their resource systems and demonstrating concern regarding the quality of what they produced. The analysis carried out of the documentary construction using the ADD pointed to the predisposition of the teachers involved in learning about other resources and improving those that were already familiar to them, adding new usage schemes to them. The way we develop our documentary work changes throughout the training, leading us to reflect on our practices and the evolution of our documentary work. We found that the way in which continuing education was conducted has a direct implication in the construction of documents for teachers and has influenced the quality of their teaching activities