Formação continuada de professores de matemática com enfoque colaborativo: contribuições para o uso reflexivo dos recursos da Web 2.0 na prática pedagógica

• Ano de defesa: 2014
• Autor(a) principal: Sanavria, Claudio Zarate [UNESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Educação; Professores - Formação - Matemática; Educação permanente; Web 2.0; Education
• Link de acesso: http://hdl.handle.net/11449/123934; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/02-06-2015/000831573.pdf

This thesis, part of the research line 2: Practices and Formative Processes in Education, aimed to investigate how the continuing teacher education with collaborative approach can contribute to a reflexive use of Web 2.0 resources for Mathematics Teachers. For the definition of the objectives, the following questions were established: how the Mathematics teachers are organized as a group, and how to go from a workgroup perspective to a group with collaborative features? What are the ideal characteristics of a continuing education for the use Web 2.0 features with collaboration as a guideline? How to perform a training that contributes to the effective use of technologies that aim to transform the practice? Within a qualitative descriptive-explanatory nature approach and intervening nature, we developed a continuing education with a group of Mathematics teachers in Nova Andradina - MS, which had the collaboration as a guideline, and through the data that emerged from it, we tried: 1) To analyze the composition of the group showing how mathematics teachers were organized in it, and identifying activities and knowledge that formed within this collaborative training process; 2) Identify and analyze the perceptions of mathematics teachers on the possibilities of use of Web 2.0 resources as a result of continuing education with collaborative approach; and 3) analyze the characteristics of the training process, identifying elements that contributed to the thoughtful use of Web 2.0 resources for Mathematics teachers. The training was organized in evolutionary cycles in which teachers, as a group, defined each of the resources to be exploited; they learned their features...