Digital technologies integration movements in times of pandemic: dialogues with teachers who teach Mathematics

Detalhes bibliográficos
Autor(a) principal: Pereira, Stelamara Souza
Data de Publicação: 2022
Outros Autores: Scherer, Suely
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação Matemática Debate
Texto Completo: https://www.periodicos.unimontes.br/index.php/emd/article/view/4921
Resumo: This article aims to analyze movements of integration of digital technologies into the Mathematics curriculum of a group of elementary school teachers in a process of continuing education, based on actions carried out during the pandemic period, in remote classes. The research used the model Formation, Action and Reflection — F@R. The analysis is presented in a narrative format, to contextualize the dialogues carried out with teachers during training. The results showed that the integration process was experienced from the (de)construction of ways of using digital technologies for teaching, thus, it is essential that teachers are in constant training and willing to dialogue and reflect on their pedagogical practices.
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spelling Digital technologies integration movements in times of pandemic: dialogues with teachers who teach MathematicsMovimientos de integración de tecnologías digitales en tiempos de pandemia: diálogos con profesores que enseñan MatemáticasMovimentos de integração de tecnologias digitais em tempos de pandemia: diálogos com professores que ensinam MatemáticaIntegração das Tecnologias DigitaisEnsino de MatemáticaFormação de ProfessoresIntegration of Digital TechnologiesTeaching MathematicsTeacher TrainingIntegración de Tecnologías DigitalesEnseñanza de las MatemáticasFormación de ProfesoresThis article aims to analyze movements of integration of digital technologies into the Mathematics curriculum of a group of elementary school teachers in a process of continuing education, based on actions carried out during the pandemic period, in remote classes. The research used the model Formation, Action and Reflection — F@R. The analysis is presented in a narrative format, to contextualize the dialogues carried out with teachers during training. The results showed that the integration process was experienced from the (de)construction of ways of using digital technologies for teaching, thus, it is essential that teachers are in constant training and willing to dialogue and reflect on their pedagogical practices.Este artículo tiene como objetivo analizar los movimientos de integración de las tecnologías digitales en el currículo de Matemáticas de un grupo de profesores de educación básica en un proceso de formación permanente, a partir de acciones realizadas durante el período de la pandemia, en clases a distancia. La investigación utilizó el modelo Formación, Acción y Reflexión — F@R. El análisis se presenta en formato narrativo, para contextualizar los diálogos realizados con los profesores durante la formación. Los resultados mostraron que el proceso de integración fue vivido desde el (de)construcción de formas de utilizar las tecnologías digitales para la enseñanza, por lo que es fundamental que los profesores estén en constante formación y dispuestos a dialogar y reflexionar sobre sus prácticas pedagógicas.Este artigo tem como objetivo analisar movimentos de integração de tecnologias digitais ao currículo de Matemática de um grupo de professores do Ensino Fundamental em um processo de formação continuada, a partir de ações realizadas durante o período da pandemia, em aulas remotas. A pesquisa utilizou-se do modelo Formação, Ação e Reflexão — F@R. A análise é apresentada em formato de narrativa, para contextualizar os diálogos realizados com os professores durante a formação. Os resultados evidenciaram que o processo de integração foi vivenciado a partir da (des)construção de modos de uso das tecnologias digitais para o ensino. Dessa forma, é essencial que os professores estejam em constante formação e dispostos a dialogar e refletir sobre suas práticas pedagógicas.Editora Unimontes2022-04-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.unimontes.br/index.php/emd/article/view/492110.46551/emd.v6n12a05Educação Matemática Debate; v. 6 n. 12 (2022): jan./dez.; 1-212526-6136reponame:Educação Matemática Debateinstname:Universidade Estadual de Montes Claros (UNIMONTES)instacron:UNIMONTESporhttps://www.periodicos.unimontes.br/index.php/emd/article/view/4921/5659https://www.periodicos.unimontes.br/index.php/emd/article/view/4921/5180https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessPereira, Stelamara SouzaScherer, Suely 2024-03-27T15:13:30Zoai:ojs2.periodicos.unimontes.br:article/4921Revistahttps://www.periodicos.unimontes.br/index.php/emdPUBhttps://www.periodicos.unimontes.br/index.php/emdrevista.emd@unimontes.br||2526-61362526-6136opendoar:2024-03-27T15:13:30Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)false
dc.title.none.fl_str_mv Digital technologies integration movements in times of pandemic: dialogues with teachers who teach Mathematics
Movimientos de integración de tecnologías digitales en tiempos de pandemia: diálogos con profesores que enseñan Matemáticas
Movimentos de integração de tecnologias digitais em tempos de pandemia: diálogos com professores que ensinam Matemática
title Digital technologies integration movements in times of pandemic: dialogues with teachers who teach Mathematics
spellingShingle Digital technologies integration movements in times of pandemic: dialogues with teachers who teach Mathematics
Pereira, Stelamara Souza
Integração das Tecnologias Digitais
Ensino de Matemática
Formação de Professores
Integration of Digital Technologies
Teaching Mathematics
Teacher Training
Integración de Tecnologías Digitales
Enseñanza de las Matemáticas
Formación de Profesores
title_short Digital technologies integration movements in times of pandemic: dialogues with teachers who teach Mathematics
title_full Digital technologies integration movements in times of pandemic: dialogues with teachers who teach Mathematics
title_fullStr Digital technologies integration movements in times of pandemic: dialogues with teachers who teach Mathematics
title_full_unstemmed Digital technologies integration movements in times of pandemic: dialogues with teachers who teach Mathematics
title_sort Digital technologies integration movements in times of pandemic: dialogues with teachers who teach Mathematics
author Pereira, Stelamara Souza
author_facet Pereira, Stelamara Souza
Scherer, Suely
author_role author
author2 Scherer, Suely
author2_role author
dc.contributor.author.fl_str_mv Pereira, Stelamara Souza
Scherer, Suely
dc.subject.por.fl_str_mv Integração das Tecnologias Digitais
Ensino de Matemática
Formação de Professores
Integration of Digital Technologies
Teaching Mathematics
Teacher Training
Integración de Tecnologías Digitales
Enseñanza de las Matemáticas
Formación de Profesores
topic Integração das Tecnologias Digitais
Ensino de Matemática
Formação de Professores
Integration of Digital Technologies
Teaching Mathematics
Teacher Training
Integración de Tecnologías Digitales
Enseñanza de las Matemáticas
Formación de Profesores
description This article aims to analyze movements of integration of digital technologies into the Mathematics curriculum of a group of elementary school teachers in a process of continuing education, based on actions carried out during the pandemic period, in remote classes. The research used the model Formation, Action and Reflection — F@R. The analysis is presented in a narrative format, to contextualize the dialogues carried out with teachers during training. The results showed that the integration process was experienced from the (de)construction of ways of using digital technologies for teaching, thus, it is essential that teachers are in constant training and willing to dialogue and reflect on their pedagogical practices.
publishDate 2022
dc.date.none.fl_str_mv 2022-04-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/4921
10.46551/emd.v6n12a05
url https://www.periodicos.unimontes.br/index.php/emd/article/view/4921
identifier_str_mv 10.46551/emd.v6n12a05
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/4921/5659
https://www.periodicos.unimontes.br/index.php/emd/article/view/4921/5180
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Unimontes
publisher.none.fl_str_mv Editora Unimontes
dc.source.none.fl_str_mv Educação Matemática Debate; v. 6 n. 12 (2022): jan./dez.; 1-21
2526-6136
reponame:Educação Matemática Debate
instname:Universidade Estadual de Montes Claros (UNIMONTES)
instacron:UNIMONTES
instname_str Universidade Estadual de Montes Claros (UNIMONTES)
instacron_str UNIMONTES
institution UNIMONTES
reponame_str Educação Matemática Debate
collection Educação Matemática Debate
repository.name.fl_str_mv Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)
repository.mail.fl_str_mv revista.emd@unimontes.br||
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