Percepções dos acadêmicos do curso de Licenciatura em Matemática da FURG sobre o enfrentamento do tecnostress

Abstract

Technological innovations have been transforming social and work environments. In this context, there is the need to promote spaces for discussion about the impacts caused by the changes that digital technologies cause in everyday life in different professional fields. Thus emerges the term technostress which is conceptualized as a negative psychological state related to the use of digital technologies or the threat of their future use. In this sense, this research problematizes technostress in the context of teaching, since these can bring negative feelings to those who still have a stranger to digital tools. Thus, from conversations with teachers of Basic Education Mathematics about the insertion and use of digital technologies, both in the pedagogical and social context, this research aims to analyze the perceptions, impressions and coping strategies of technostress elaborated by undergraduates in Mathematics. . The contributors to this research are 35 students from the FURG Mathematics Degree Course who were taking the discipline of Technologies Applied to Mathematical Education I in the second semester of 2018 and who held conversations with 13 teachers of Mathematics of Basic Education. From this conversation students elaborate reflections based on guiding questions and to understand what the undergraduate collective said about this experience, we used the technique of analysis of the Collective Subject Discourse (CSD). Thirteen reports were analyzed and three collective subject discourses were defined, entitled Formation and digital technologies; Potentials of digital technologies and school infrastructure for the use of digital technologies. From the speeches, it was possible to perceive the following dimensions that constitute the technostress: anxiety, disbelief and ineffectiveness, as well as evidencing that the conversation with the teachers contributed for the graduates to understand in which way the mathematics teachers are affected by the symptoms of the technostress. In addition, a mapping was made of the academic studies carried out in the context of dissertations, theses and articles on technostress in mathematics teachers. In Brazil, academic and scientific research related to the study of technostress are deficient, which reaffirms the need to foster research on the subject of teaching through postgraduate programs, as these may contribute to the promotion of strategies aimed at the well-being of teachers in the digital age.