FROM THE PEDAGOGICAL PROJECT TO THE UNIVERSITY CLASSROOM: LEARNING TO TEACH WITH DTIC IN DEGREE COURSES IN MATHEMATICS

• Autor(a) principal: Rosemara Perpetua Lopes
• Data de Publicação: 2020
• Outros Autores: MONICA FÜRKOTTER
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação em Revista
• Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/35627
• topic: tecnologias digitais; formação de professores; licenciatura em Matemática; digital technologies; teacher training; undergraduate teaching degree in Mathematics; tecnologías digitales; formación del profesorado; licenciatura en Matemáticas

Based on results that pointed out the training for the use of Digital Technologies ofInformation and Communication (DICT) in pedagogical projects of two undergraduate teachingdegrees in Mathematics at a public university in the state of São Paulo, we conducted a research toinvestigate this training by collecting data with graduating students, through a questionnaire, and withteachers and coordinators, through semi-structured interview. We found that, in practice, each coursepromotes this training through a discipline, one focusing media, and the other the production ofteaching material. However, participants believe that the training to use DICT has taken place in otherdisciplines, in all activities involving technology, even extraclass, in situations ranging from “learningabout” to “learning to teach with” technology. When considered separately, those situations do notsupport technological and pedagogical content knowledge (TPACK), as well as not being assured to thefuture teacher, when enrolled as an optional subject or circumscribed to a teacher's methodology.Underlying the activities described are the realistic conception, common to all participants; theoptimistic one, seen only among students; and the pessimistic one. All conception carry epistemologicalconflicts, evidenced, for example, in cases when teachers’ (constructionist) conception learning do notconverge with the (instrumentalist) means adopted by them to interact with the students. We concludethat, if effective, the training announced in the projects could make a difference in the constitution ofthe teacher as an agent of change, able to work in unusual contexts.