Professores formadores e licenciandos em matemática: o Enatuar sobre o uso pedagógico das tecnologias digitais em uma rede fechada de conversações.

Abstract

Thinking about the use of digital technologies in educational spaces presupposes a theoretical-methodological foundation capable of contributing to the formation of subjects immersed in a digital culture. In this context, we propose this PhD study, which was developed in the Graduate Program in Education of UFPEL and in which we seek to understand which pedagogical conceptions "enact" in the observation of the collective discourses of the training teachers who work at Universidade Federal of Grande Dourados - UFGD and graduates in Mathematics that support the use of digital technologies. For the study, we sought the collaboration of four training of Mathematics in UFGD, acting in the area of Mathematics Education, and fourteen students of the same course. Choosing a qualitative study, we used composite questionnaires with open questions sent to training teachers via Google Drive and in physical format applied to students, finding in the Discourse of the Collective Subject - DSC - a proposal for analysis. With the answers of students and teachers, six collective discourses were constructed, three of each group of collaborators. As we looked at these discourses, it was possible to perceive the formative perspectives of students and teachers that make up this closed network of conversations. In the analysis, we find that in the network "enacts" the collective and singular “I teacher”, who seeks to configure his current and future pedagogical practices for the use of digital technologies through perception, understanding, denial and integration. In the study, it was possible to confirm that it is necessary to create a culture of teacher training aimed at the formation of subjects immersed in a digital context. A context that thinks and acts based on the demands of a society going through constant change and which benefits of the advances of the technologies. It is necessary to create a culture of teachers who are able to (re)signify the teaching act, a culture capable of perceiving the formative needs of its students. Collective discourses were able to express in a single voice the perspectives of this network about its pedagogical conceptions. Looking at these speeches, on the other hand, allows us to broaden the discussions and empower our speeches, highlighting the importance of being in this constant talk about teaching.