Modelo TPACK na formação de professores: possibilidade para fomentar o uso das tecnologias digitais no ensino de geometria nos anos iniciais
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Data
2022-12
Autores
Orientador
Quartieri, Marli Teresinha
Banca
Giongo, Ieda Maria
Dullius, Maria Madalena
Moro, Fernanda Teresa
Título do periódico
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Resumo
Este estudo de cunho qualitativo teve como objetivo investigar os conhecimentos mobilizados por um grupo de professoras dos anos iniciais em processo de formação continuada para o uso das tecnologias digitais seguindo os pressupostos do TPACK (Conhecimento Tecnológico Pedagógico do Conteúdo). No processo de formação das professoras foram utilizados softwares e plataformas educacionais como ferramentas de ensino relacionados à geometria. Para fundamentar o trabalho e guiar as discussões foram considerados os seguintes autores: Koehler e Mishra (2006, 2009), Kenski (2012,), Castro (2016), Sunaga e Carvalho (2015). O grupo composto por quatro professoras, de uma escola pública municipal, participou de seis encontros de formação continuada, num período de quatro meses. Durante as formações foram exploradas atividades envolvendo o uso de quatro recursos: o simulador construtor de área da plataforma PHET com a finalidade de trabalhar área, perímetro e ampliação de figuras geométricas planas; o GeoGebra para o trabalho com pontos, retas, segmentos de reta, polígonos e eixo de simetria; a plataforma Wordwall para explorar sólidos geométricos e suas planificações e o Pythagorea para explorar os conteúdos de retas paralelas, triângulos isósceles, perpendicularidade, quadriláteros, área e círculos. Além disso, as professoras planejaram e aplicaram atividades envolvendo um dos recursos explorados em sua prática pedagógica. Como instrumentos de coleta de dados foram utilizados: dois questionários para o professor, sendo um no início da formação e outro no final; gravação em vídeo dos encontros formativos e observação das aulas das professoras registradas no diário de bordo do pesquisador. Os resultados mostraram que as discussões, a troca de experiências durante os momentos de formação entre o pesquisador e as professoras contribuiu para reformulação da prática pedagógica das professoras, uma vez que, elas desconheciam os softwares e as plataformas educacionais apresentadas nas formações. As discussões e as experiências vivenciadas potencializaram o planejamento e a metodologia das docentes com conhecimentos tecnológicos e pedagógico dos conteúdos que foram mobilizados no decorrer da formação. Destaca- se ainda que foi elaborado o Produto Educacional intitulado “Formação Continuada de Professores para fomentar o uso das tecnologias digitais no ensino de geometria nos anos iniciais” com a finalidade de apresentar a sequência de atividades desenvolvidas com as professoras com o intuito de explorar o uso de tecnologias digitais seguindo os pressupostos do TPACK (Conhecimento Tecnológico Pedagógico do Conteúdo) para o ensino de geometria nos anos iniciais.
This qualitative study aimed to investigate the knowledge mobilized by a group of teachers from the initial years in the process of continuous training for the use of digital technologies following the assumptions of TPACK (Technological Pedagogical Knowledge of Content). In the teacher training process, educational software and platforms were used as teaching tools related to geometry. To support the work and guide the discussions, the following authors were considered: Koehler and Mishra (2006, 2009), Kenski (2012),), Castro (2016), Sunaga and Carvalho (2015). The group composed of four teachers, from a municipal public school, participated in six continuing education meetings over a period of four months. During the formations, activities involving the use of four resources were explored: the phet platform area builder simulator for the purpose of working area, perimeter and expansion of flat geometric figures; o GeoGebra for work with points, straights, straight segments, polygons and symmetry axis; the Wordwall platform to explore geometric solids and their plans and the Pythagorea to explore the contents of parallel lines, isosceles triangles, perpendicularity, quads, area and circles. In addition, the teachers planned and applied activities involving one of the resources explored in their pedagogical practice. As data collection instruments were used: two questionnaires for the teacher, one at the beginning of the training and the other at the end; video recording of the formative meetings and observation of the teachers' classes recorded in the researcher's logbook. The results showed that the discussions, the exchange of experiences during the moments of formation between the researcher and the teachers contributed to the reformulation of the pedagogical practice of the teachers, since they were unaware of the software and educational platforms presented in the trainings. The discussions and experiences experienced enhanced the planning and methodology of teachers with technological and pedagogical knowledge of the contents that were mobilized during the training. It is also noteworthy that the Educational Product entitled "Continuing Teacher Training to promote the use of digital technologies in the teaching of geometry in the early years" was also elaborated in order to present the sequence of activities developed with the teachers in order to explore the use of digital technologies following the assumptions of TPACK (Pedagogical Technological Knowledge of Content) for the teaching of geometry in the initial years.
This qualitative study aimed to investigate the knowledge mobilized by a group of teachers from the initial years in the process of continuous training for the use of digital technologies following the assumptions of TPACK (Technological Pedagogical Knowledge of Content). In the teacher training process, educational software and platforms were used as teaching tools related to geometry. To support the work and guide the discussions, the following authors were considered: Koehler and Mishra (2006, 2009), Kenski (2012),), Castro (2016), Sunaga and Carvalho (2015). The group composed of four teachers, from a municipal public school, participated in six continuing education meetings over a period of four months. During the formations, activities involving the use of four resources were explored: the phet platform area builder simulator for the purpose of working area, perimeter and expansion of flat geometric figures; o GeoGebra for work with points, straights, straight segments, polygons and symmetry axis; the Wordwall platform to explore geometric solids and their plans and the Pythagorea to explore the contents of parallel lines, isosceles triangles, perpendicularity, quads, area and circles. In addition, the teachers planned and applied activities involving one of the resources explored in their pedagogical practice. As data collection instruments were used: two questionnaires for the teacher, one at the beginning of the training and the other at the end; video recording of the formative meetings and observation of the teachers' classes recorded in the researcher's logbook. The results showed that the discussions, the exchange of experiences during the moments of formation between the researcher and the teachers contributed to the reformulation of the pedagogical practice of the teachers, since they were unaware of the software and educational platforms presented in the trainings. The discussions and experiences experienced enhanced the planning and methodology of teachers with technological and pedagogical knowledge of the contents that were mobilized during the training. It is also noteworthy that the Educational Product entitled "Continuing Teacher Training to promote the use of digital technologies in the teaching of geometry in the early years" was also elaborated in order to present the sequence of activities developed with the teachers in order to explore the use of digital technologies following the assumptions of TPACK (Pedagogical Technological Knowledge of Content) for the teaching of geometry in the initial years.
Descrição
Palavras-chave
Tecnologias digitais; Professoras dos anos iniciais; Formação continuada; TPACK; Geometria; Digital technologies; Early years teachers; Continuing education; Geometry
Citação
PEREIRA, Givaldo Da Silva. Modelo TPACK na formação de professores: possibilidade para fomentar o uso das tecnologias digitais no ensino de geometria nos anos iniciais. 2022. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 19 dez. 2022. Disponível em: http://hdl.handle.net/10737/3466.