Educação on-line no Programa Institucional de Bolsa de Iniciação à Docência de Matemática

• Autor(a) principal: Benedito, Rosinângela Cavalcanti da Silva
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/18564
• topic: Ensino de educação; Ensino de matemática; Formação de professores; Paraíba; Computadores e civilização; Ensino via web; Programa Institucional de Bolsas de Iniciação à Docência (Brasil); PIBID; Pesquisa-formação na cibercultura; Educação on-line; Formação docente; Matemática; Research-training in cyberculture; On-line education; Teacher training; Math; CIENCIAS HUMANAS::EDUCACAO

This thesis was built from the study of online Education developed in the initial training of Mathematics teachers in the Institutional Program of Scholarship for Teaching Initiation (Pibid). Aiming to understand the contributions of online education to teaching training and practice, based on daily experiences at Pibid Math at the Federal University of Campina Grande (UFCG), Campus de Cajazeiras, in Paraíba. This is a qualitative research that uses the researchtraining methodology in cyberculture (SANTOS, 2014) based on the concept of Online Education (SANTOS, 2014) and having as an epistemological basis the principles of multireferentiality (ARDOINO, 1998, MACEDO , 2009) and research with everyday life (CERTEAU, 1994; ALVES, 2008). The narratives of the eight cultural practitioners of Pibid Mathematics were analyzed, using their app-diaries (LUCENA, SANTOS, 2019) as research devices with the formative itinerancies of each Pibid, based on a hermeneutic interpretation (MACEDO, 2009). Through the creation of semantic maps, I developed cognitive operations (MACEDO, 2006) for data analysis. Thus, the following subsuming notions were identified: Online spacestimes of co-creation in Pibid Mathematics and Mathematics teaching practice and training in cyberculture: emerging authorships. Based on this analysis, it concludes that online Education can contribute to the formation and practice of Mathematics teachers, through the creation of cyberculture in/of Pibid, which allowed the development of practices that could only be carried out by the fact that we are in a network, it was possible to create online spacetimes, enabling communication, collaboration, co-creation and authoring of devices for Mathematics classes in a motivating and meaningful way and a great contribution was the re-signification of the formation of Mathematics teachers, bringing the practice teacher since the beginning of the course and providing students with opportunities to immerse themselves in cyberculture. In this way, I consider Pibid as a third space-time for online training.