Deixa-me que te conte: discursos de formadores(as) de professores(as) de matemática sobre o Ensino Remoto Emergencial Mediado por Tecnologias Digitais de Informação e Comunicação

Abstract

This master's-level study, developed within the scope of the Graduate Program in Science and Mathematics Teaching at the Federal University of Grande Dourados (UFGD), deals with the relationship between digital information and communication technologies (TDIC), the training of teachers for Emergency Remote Teaching with Digital Information and Communication Technologies (EREMTDIC) and the resources available for the performance of teachers. The aim of this dissertation is to understand, through the collective discourses of the professors who train the Mathematics Education area of the Mathematics Degree course at UFGD, their knowledge and actions in relation to their training and the resources available for the use of TDIC in times of EREMTDIC . The study analyzed the Pedagogical Project of the UFGD Mathematics Course and also the construction and application of a research questionnaire in digital format composed of three open questions. The study had the participation of four teacher trainers and based on the collected data, three collective discourses were constructed using the DCS technique. The study pointed to the need to understand the importance of initial teacher training, which is established in an emerging context of new cultural and technological perspectives. Its purpose was to broaden the reflection on the subject from a concrete situation in the Brazilian university, seeking to subsidize the eminent demands of a society that lives in a network, which is transformed daily into a digital context, without failing to understand the human condition of who learns. The study presents potential contributions to the quality of education in Brazil, as it highlighted the discourse of professors who train mathematics teachers about training demands on educational technologies and remote teaching, pointing to the possibility of apprehending such considerations in future re-elaborations PPCs for a degree in Mathematics and also for the continuing education of current Mathematics teachers.