Banca de DEFESA: MULLER RODRIGO DE MOURA SANTANA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MULLER RODRIGO DE MOURA SANTANA
DATE: 26/09/2023
TIME: 14:00
LOCAL: Auditório 801 no 8º andar do Bloco B do Campus Santo André da Universidade Federal do ABC
TITLE:

EVALUATION OF DIGITAL TECHNOLOGIES FOR MATHEMATICS EDUCATION IN THE EARLY YEARS OF ELEMENTARY EDUCATION

PAGES: 120
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

Based on the identification of inherent difficulties in the training of teachers in the early years of Elementary Education (EE) and the appropriation and use of digital technologies (DT), this dissertation is a report of a research that addresses the impact of a teacher training action on the reconfiguration of educators' perceptions and practices regarding the use of these resources in the mentioned educational context. In the Technological Pedagogical Content Knowledge (TPACK), we identified some of the knowledge to be mobilized by teachers for this purpose, as well as the redefinition of DT for education based on the concept of humans-as-media. However, we recognize the need to promote values that allow the understanding of DT in a social and collaborative scope, highlighting digital citizenship as an approach to be explored, since it aims to promote ethical and responsible use of DT. We also contextualize education through DT, emphasizing their possibilities in terms of promoting democratic values, from the perspective of critical theory of technology that emphasizes the analysis of complex relationships between technology, society, and power, suggesting the need for the development and use of technologies to involve popular participation. With this in mind, we promote a teacher training action for the early years, inviting participants through social networks and the university's extension and culture page. The action took place between June and December 2022, employing the collaborative-critical action research methodology with online mediation, aiming at teachers' reflection on their own practices and their empowerment concerning the use of DT. After the training, some teachers had the opportunity to apply their knowledge in the classroom. Data analysis was conducted through discourse analysis and indicated relevant changes in teachers' perspectives, who initially reported having limited views on technologies. After the training, they incorporated more critical and ethical dimensions into their conceptions. Furthermore, teachers reported concrete impacts on the redefinition of their pedagogical practices through the integration of DT. These findings underscore the importance of formative approaches that not only instruct on the technical use of technologies but also encourage a critical and contextualized analysis of their role in education. The training action highlighted that teachers have the potential to reshape their practices towards a more participatory, citizen-oriented, and reflective education, leveraging digital technologies as tools for educational transformation.

 

 

 

COMMITTEE MEMBERS:
Presidente - Interno ao Programa - 1998501 - VIVILI MARIA SILVA GOMES
Membro Titular - Examinador(a) Interno ao Programa - 2346710 - VINICIUS PAZUCH
Membro Titular - Examinador(a) Externo à Instituição - MARCELO DE CARVALHO BORBA - UNESP
Membro Suplente - Examinador(a) Interno ao Programa - 1679016 - VIRGINIA CARDIA CARDOSO
Membro Suplente - Examinador(a) Externo ao Programa - 1763436 - JULIANA CRISTINA BRAGA