Do ensino presencial para o EAD e de repente o ensino remoto emergencial: uma oportunidade (forçada) do uso de inovações tecnológicas e educacionais no ensino de Matemática

• Ano de defesa: 2021
• Autor(a) principal: Santos, Fausto Afonso Pereira
• Orientador(a): Souza, Marcelo Almeida de
• Banca de defesa: Silva, Carlos Rodrigues da, Faria, Elisabeth Cristina de, Souza, Marcelo Almeida de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: PROFMAT - Programa de Pós-graduação em Matemática em Rede Nacional - Sociedade Brasileira de Matemática (IME)
• Departamento: Instituto de Matemática e Estatística - IME (RG)
• País: Brasil
• Palavras-chave em Português: Educação a distância; Ensino remoto; Inovação educacional; Ensino de matemática
• Palavras-chave em Inglês: Distance education; Remote teaching; Educational innovation; Mathematics teaching
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/11418

In view of the Covid-19 pandemic, most educational institutions have adopted emergency remote learning, which is not the same as Distance Education (EaD). The objective of this work is to understand how remote learning enabled an educational innovation related to the use of TDIC. For this, a study is presented on: EaD, based on Borba (2011) and laws; educational innovation according to Faria (2012) and Teixeira (2010); and on emergency remote teaching based on data from official documents from the Department of Education and the Ministry of Education. An investigation is carried out on the Special Regime of Non-Attendance Classes (REANP) in the state public education system of the State of Goiás and the Emergency Remote Teaching (ERE) at the Institute of Mathematics and Statistics (IME) of the Federal University of Goiás ( UFG), in the year 2020. It is also presented the account of my experience as a PROFMAT student, in moments of classroom and remote classes. As for the methodology, a qualitative approach was used, as well as a bibliographic and documental procedure. As a result of the work, a video class and a tutorial on how to prepare this remote Spatial Geometry class are available. We conclude that the non-presential teaching adopted during this time of pandemic has enabled educational innovations regarding the use of TDIC, such as which will have a positive impact on teaching, in the medium and long term, which can make teaching more attractive, interesting, productive and satisfying, especially in teaching mathematics.