Formação continuada de professores online e os dispositivos móveis

• Autor(a) principal: Gontijo, Elda Jane de Almeida
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/11272
• topic: Formação de professores de Matemática; Tecnologias e ensino de Matemática; Celular; Ambiente virtual de aprendizagem; Formation of teachers of Mathematics; Technologies and teaching of Mathematics; Cellular; Virtual learning environment; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

The present study is linked to the research line '' Theoretical concepts and teaching practices '' of the Graduate Program in Teaching in Basic Education at the Center for Teaching and Research Applied to Education at the Federal University of Goiás, the research Formation Continuing Education for Distance Teachers and Mobile Devices? It aims to investigate the insertion of mobile devices in the continuing education of mathematics teachers in basic education and also intends to analyze, the characteristics and constituent elements of a training course for mathematics teachers for Basic Education aimed at the use of mobile devices using the environment virtual moodle learning. In view of the increasing integration and availability of information, there is a need for changes in education as well. Mobile devices have been used as tools to support learning, this new scenario leads us to understand the challenges and opportunities of the integrai-o of mobile devices, in the teaching and learning process and urges us to problematize, “How the use of devices in a hybrid teaching proposal, in mathematics classes, can it contribute to the involvement and active participation of teachers in their continuing education? ” so in this research that is guided by the qualitative character we seek to analyze, understand and enable a reflective look at the pedagogical practices developed by basic education mathematics teachers based on authors who discuss the continuing education of teachers for the use of technological resources in teaching environments and apprenticeship, supported by contributions from authors such as Saviani (2008 and 2009), Imbernón (2011), Gatti, Barreto and André (2011), Romanowski (2012), Libâneo (2001, 2010, 2012 and 2015) and Dourado (2015) . We conclude that this research is an important reference for teachers and researchers who seek to investigate how mobile devices can be used in their possibilities beyond instrumentalization and what contributions they can bring to the educational context, especially reflective pedagogical practice.