A formação inicial de professores de matemática na modalidade a distância: um olhar sob a perspectiva histórico-cultural

• Ano de defesa: 2023
• Autor(a) principal: Araújo, Sarah Mendonça de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Licenciatura em Matemática; Teoria Histórico-Cultural; Educação a Distância; Formação inicial de professores; Degree in Mathematics; Distance Education; Historical-Cultural Theory; PreService Teacher Education; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação
• Link de acesso: https://repositorio.ufu.br/handle/123456789/37567; http://doi.org/10.14393/ufu.te.2023.52

Distance Education has shown substantial growth in recent years, mainly with regard to the offer of teacher training courses and, in this trend, we highlight the significant expansion of the offer of Licentiate Courses in Mathematics. Considering this scenario and recognizing the importance of Mathematics Education for a human formation, our research aimed to identify and analyze pedagogical possibilities based on the Historical-Cultural Theory that can contribute to the formative process in Mathematics Degree courses at a Distance. Understanding that the Historical-Cultural Theory advocates a humanizing education and considers the importance of the social for the psychic development of students through cultural appropriation and aiming to meet the proposed objective, an exploratory research was undertaken using as instruments for obtaining information, non-participant observation and analysis of documents inherent to the course and records of the Virtual Learning Environment - Moodle referring to the offer of the sixth semester of the second group of the Degree in Mathematics at a Distance at UFU in the year 2020. Seeking to know the training process developed, we analyzed the resources used and the proposed activities, based on the categories “language” and “interaction and mediation”. It is worth emphasizing that this is a cut, a part of a whole that is developed throughout the course, but that allowed us to raise evidence of how the training process has been taking place in its entirety. The analysis carried out made it possible to obtain important information regarding the reality experienced in the development of the course. Some points were identified that we consider to be close to the perspective of the Historical-Cultural Theory regarding the dialogues observed in the process of interaction and mediation, in addition to the dialogical language identified in some didactic guides, activities and feedbacks. Based on the knowledge of the reality of this formative process, we aim to meet the objective proposed in this study, presenting, in the light of the chosen theory, possibilities for using resources or different ways of conducting this process that seem to have not yet been experienced from the development of the semester focus of observation. Among the suggested possibilities, we highlight: the importance of dialogic language, both in the materials and in the virtual learning environment; the proposal of collaborative activities that encourage the collective and the social practice between and with the students; the organization of teaching carried out intentionally and that prioritizes the development of contents with social relevance; and the need for effective interactions and mediations in the training process, promoting the development of students according to their psychic potential.