Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Peripolli, Patrícia Zanon |
| Orientador(a): |
Isaia, Silvia Maria de Aguiar |
| Banca de defesa: |
Junior , João Batista Bottentuit,
Mallmann , Elena Maria,
Bisognin , Eleni,
Bisognin , Vanilde |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências e Matemática
|
| Departamento: |
Ensino de Ciências e Matemática
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1266
|
Resumo: |
This research is linked to the Formação de Professores Research Line of the Programa de Pós Graduação em Ensino de Ciência e Matemática at the Universidade Franciscana (UFN). Its general objective was to investigate the characteristics of teaching professional development, manifested through the completion of a Small Private Online Course (SPOC), which aims to promote Fluência Tecnológico-Pedagógica for mathematics teachers with a focus on Financial Education. In this way, the work seeks to contribute, in this sense, through the integration between digital resources, Problem-Based Learning, and the teaching of Financial Education, as well as to the development of mathematics teaching. The actions were guided by the theoretical assumptions of teacher training, the importance of Fluência Tecnológico Pedagógica, digital resources, and active methodologies, in particular, Problem-Based Learning and Financial Education. In this investigation, we were guided by the qualitative perspective of research, of an exploratory type, which was developed through a case study. The data was created based on an online course in the SPOC modality, which used the Moodle platform as support for the training action, composed of synchronous and asynchronous activities. The instruments used for data collection were: a questionnaire and, a video recording of participants' interactions and their productions through records posted in the virtual environment. Thus, data interpretation was carried out at two different moments. The first, based on the questionnaire, with 34 participants, using exploratory descriptive analysis, presented the participants' initial perspective on the topics covered. The second was carried out using elements of content analysis from the perspective of Bardin (2011), based on the interactions between the participants in the training, together with the activities developed during the course, which came from 9 participants who carried out all proposed activities. From the analysis, four categories were extracted, with their respective characteristics, and we understand that eleven characteristics stand out as enhancing Fluência Tecnológico Pedagógica and two as limiting. Thus, the results obtained indicated that the online course became a suitable space for the development of Fluência Tecnológico-Pedagógica, as it enables the articulation of knowledge in favor of contextualized training, providing opportunities for different experiences, experiences of reflection on practice, encouraging the production of digital educational resources of their own, the planning of teaching activities, the autonomy to know and apply different methodological strategies in their practice. In this way, we understand that Fluência Tecnológico-Pedagógica develops throughout the teacher's career, as he shares his knowledge, adapting it and applying it in different social situations, to improve the dynamics of teaching and learning. It is concluded that this research contributes to the professional development of mathematics teachers, highlighting the importance and commitment to offering training actions that aim to discuss issues of concern to pedagogical practice, the interests and needs of teachers, and the current situation in society. |
