Discursos coletivos de futuros(as) professores(as) que ensinarão matemática: concepções pedagógicas no entrelace entre metodologias e tecnologias

Abstract

When we think of a 21st-century society, we reflect on a society that is in constant transformation, both in social, cultural, and technological aspects. This involvement implies the need to understand teacher training in relation to teaching practices, as well as the pedagogical use of active methodologies supported by digital technologies in 21st-century schools. In this sense, this research aims to understand: What pedagogical conceptions about active methodologies and digital technologies emerge in the collective discourses of future teachers who will teach mathematics? Supported by a qualitative approach, an online course was offered to 40 individuals, divided between in-service teachers and future teachers of mathematics, of whom 30 completed the course, including 15 active teachers and 15 undergraduate students. For data collection, a digital questionnaire with three open-ended questions was used, analyzed through the technique of Collective Subject Discourse (CSD). The discourse analysis allowed us to identify and analyze the understandings of this group in training, regarding active methodologies with a focus on project-based learning intertwined with digital technologies, as well as their interrelated potentials.