Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Araújo, Wellington Alves de |
| Orientador(a): |
Silva, Veleida Anahi da |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Não Informado pela instituição
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| Programa de Pós-Graduação: |
Pós-Graduação em Educação
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| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Palavras-chave em Espanhol: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://ri.ufs.br/jspui/handle/riufs/14919
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Resumo: |
Contemporary society, characterized by the connection with different media and information, established a new ideal of human beings to be formed in the context of school education. Due to this reality, the school / teacher needs to detach itself from the usual teaching methods and bring the technologies of the teaching and learning process closer to the various areas of knowledge, therefore, preparing students to deal with the advent of technologies in their daily lives. In this context, this research aimed to analyze the contributions of the initial training of the Mathematics Degree Course at the Federal Institute of Sergipe (IFS)/Aracaju, for the effective use of Information and Communication Technologies (ICT) in the practice of its graduates in Basic Education. The development of this research, initially, was guided by theorists who dialogue with the axes of discussion of this work, such as Borba and Penteado (2007), Brandão (2006), Freire (1996, 2014), Libâneo (2011), Moran (2007), Pimenta and Lima (2012), Souza (2009), Tardif (2014), in addition to the current legislation on teacher training. As part of the qualitative research approach, the organization of data collection and analysis was divided into four stages: analysis of the Pedagogical Project of the Course; application of semi-structured questionnaires with graduates of the course; application of semi-structured questionnaires with former graduates of teaching; conducting semi-structured interviews with graduates working in basic education. The data analysis was based on elements of Content Analysis, following the conception of Bardin (2011). From a total of 51 graduates in Mathematics from IFS, in the period between 2010 and 2014, 31 graduates participated in the first data collection of the research. The second moment of collection was attended by 13 graduates who were teaching. Finally, 6 of these graduates working in basic education participated in the interview stage. The results showed that the Bachelor's Degree in Mathematics at IFS/Aracaju provided the contact of graduates with technological resources for teaching practice only in one of the three disciplines that deal with ICT in their programs. The graduates highlighted valuable values for the teaching exercise learned during their initial training, however, regarding the use of ICT, most of them emphasize the absence of practical situations during training, a fact that contributes to the insecurity for the use of technologies by most of the interviewed students. In addition to this factor, the results pointed to the evidence that the presence of a duly covered physical space does not necessarily guarantee the teachers' pedagogical use of it if they do not have the necessary knowledge to use these resources. Contrarily, the absence of these spaces limits teaching practice, but they will not be defining it if the teachers have elements that help them to seek alternatives for their practices. This signals a two-way street, showing that teacher training alone does not solve the ICT dilemma in the schooling process. It is considered necessary that the Undergraduate Mathematics Course at IFS/Aracaju review the possibility of insertion of ICT in other training moments; in addition to the disciplines specified in your PPC, the other disciplines of specific and pedagogical knowledge may be promoting this approach. For graduates already in practice, the search for continuing/permanent training is necessary. This, in turns, can be offered in courses by the institute itself. Finally, it is considered to emphasize the importance of ICT for the teaching and learning process of both students and teachers who must constantly graduate while training their students.________________________________________________________________________________________________________________________________ |
