Formação inventiva de professores com tecnologias digitais da informação e comunicação no contexto do programa residência pedagógica

• Ano de defesa: 2023
• Autor(a) principal: Freitas, Gabriel Araújo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de Ciências e Matemática (Mestrado Profissional)
• Palavras-chave em Português: Aprendizagem inventiva; Inventive learning; Robótica Educacional; Educational Robotics; Educação Matemática Inventiva; Inventive Mathematics Education; Autopoiese; Autopoiesis; Tecnologia Educacional; Educational technology; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; Ciência - Estudo e ensino; Educação, comunicação e tecnologias; Formação pedagógica; Professores - Formação; Tecnologia educacional
• Link de acesso: https://repositorio.ufu.br/handle/123456789/38135; http://doi.org/10.14393/ufu.di.2023.273

When we problematize, in our research, what are the limits and possibilities of educational work with TDIC in the Inventive Training of future Mathematics teachers at a Public University, which occurred via collaborative learning actions and experiences, in which they were debated and, subsequently, socialized in presentations at scientific events/conferences, the pedagogical residents produced educational proposals in Mathematics, using some technological resources: robotics, videos, among others. Such problematizations occurred in three state public schools in the municipality of Quirinópolis. The productions and experiences were analyzed and present characteristics of cartographic research. Thus, we sought to analyze whether there were inventive learning experiences, in the light of the perspective of invention, which, in turn, are manifested in works aimed at inventive learning, inventive teacher training and inventive mathematics education. In this context, our experiences were divided and analyzed into three rhizomes: in the first, we sought to analyze the rhizome of the tracing of the line-following robot imaginary to teach mathematics; in the second, the rhizome of residents' actions was analyzed; and later, we analyzed the preceptors' rhizome. In view of our analyses, it was possible to identify that the pedagogical residents used robotic devices for the invention of problems, invention of the world and, consequently, for the invention of themselves. Pedagogical residents used their mathematical knowledge to produce subjectivities and, concomitantly, experienced inventive self-training. ¬ As a result of these actions, we organized an e-book that will be our educational product, entitled “Inventive Mathematics Education: proposals for the classroom”, which contains six learning proposals that use robotics from the perspective of Inventive Mathematics Education.