Formação continuada para o uso de tecnologias digitais no ensino de ciências e matemática dos anos iniciais: possibilidade(s) de desenvolvimento profissional
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Data
2020-09
Autores
Orientador
Quartieri, Marli Teresinha
Banca
Dullius, Maria Madalena
Oliveira, Eniz Conceição
Lopes, Anemari Roesler Luersen Vieira
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O presente trabalho, de caráter qualitativo, com aproximação de estudo de caso, foi motivado pelas inquietações pessoais das pesquisadoras e as problematizações no Programa de Pós- Graduação em Ensino de Ciências Exatas da Universidade do Vale do Taquari – Univates. Em vista disso, o principal objetivo do estudo foi investigar as implicações de um curso de formação continuada, ancorado no TPACK e com foco em tecnologias digitais, para o desenvolvimento profissional de professores de Anos Iniciais. O percurso teórico dos desdobramentos embasou- se nas ideias do modelo TPACK (Conhecimento Tecnológico Pedagógico de Conteúdo), de Koehler e Mishra (2006, 2009), e nas concepções de formação continuada e desenvolvimento profissional, de Nacarato (2013) e Ponte (2017). Pelo fio condutor dessas lentes teóricas, iniciou-se a presente pesquisa com a aplicação de um questionário em meio digital, que tencionava coletar dados para caracterizar um grupo de professoras de Anos Iniciais da rede pública de Lajeado/RS e contextualizar sua prática pedagógica permeada pelo uso de tecnologias digitais. Na sequência, desenvolveu-se uma prática formativa, baseada no modelo TPACK, que previa o uso de tecnologias digitais para o ensino de Ciências e Matemática nos Anos Iniciais, com um grupo de docentes de uma rede pública do Vale do Taquari. As vivências dessa prática formativa foram documentadas por meio de videogravações e de registros em um Diário de Campo. Por fim, foi aplicado um questionário a esse mesmo grupo docente, a fim de obter um feedback geral dos encontros formativos. Essas ações originaram dados que foram organizados e analisados na perspectiva de três focos interligados. O primeiro, relacionado à aprendizagem deste grupo de professores de Anos Iniciais, indica que ela ocorre, a priori, de forma empírica, entre seus pares ou mediante pesquisas em navegadores de internet. Já o segundo foco, que abordava os conhecimentos do modelo TPACK, evidenciou o desenvolvimento desses saberes, entre eles, o domínio do conhecimento de conteúdo matemático (perímetro, área, frações, números e operações), as fragilidades oriundas das problematizações acerca dos conhecimentos de conteúdo de ciências (movimentos da Terra e densidade) e a potencialização do conhecimento tecnológico de conteúdo (evoluções nas análises de recursos digitais). Por fim, no terceiro foco, que tencionava analisar as implicações da prática formativa para o desenvolvimento profissional docente, constatamos que esse grupo construiu aprendizagens, já narradas no segundo foco. Portanto, com base nas evidências dos três focos de análise, concluímos que a prática formativa contribuiu para o desenvolvimento profissional da do grupo docente e da pesquisadora, público-alvo dessa pesquisa. Deste modo, ensejamos que este trabalho contribua para fomentar outros estudos que também se dediquem à discussão de práticas formativas para o uso de tecnologias no ensino de Ciências e Matemática nos anos iniciais, visando ao desenvolvimento profissional docente.
The present work, of qualitative character, with approach of case study, it was motivated by the personal concerns of the researchers and the problematizations in the Post - Graduate Program in Teaching of Exact Sciences of the University of Vale do Taquari - Univates. In view of this, it had as main aim to investigate what implications a continuing training course, anchored in TPACK and focusing on digital technologies, has for the professional development of teachers of Elementary teachers. The theoretical course of the developments was based on the ideas of the TPACK (Technological Pedagogical Content Knowledge) model, by Koehler and Mishra (2006, 2009), and on the concepts of continuing education and professional development, by Nacarato (2013) and Ponte (2017). Through the conducting thread of these theoretical lenses, it was begun the present research with the application of a questionnaire in digital media. This one intended to collect data to characterize a group of Elementary teachers from Public Schools in Lajeado/RS and contextualize their pedagogical practice permeated by the use of digital technologies. In sequence, a training practice was developed, based on the TPACK model, which provided for the use of digital technologies for Science and Mathematics teaching in Elementary Schools, with a group of teachers from public education in Vale do Taquari. The experiences of this formative practice were documented through video recordings and registrations in a diary. At the end, it was done a questionnaire with the same group of teachers that aimed to carry out a general feedback of the formative meetings. These actions originated data that were organized and analyzed in three interlinked focuses. The first focus, related to the learning of this group of Elementary teachers, indicates that it occurs, a priori, in an empirical way, among their pairs or through researches in internet browsers. The second focus, which addressed the knowledge of the TPACK model, we had evidence of the development of this knowledge. Among them, we can mention the mastery of knowledge of mathematical content (perimeter, area, fractions, numbers and operations), the weaknesses arising from the problematizations about knowledge of science content (Earth movements and density) and the enhancement of technological knowledge of content (developments in the analysis of digital resources).Finally, in the third focus, which intended to analyze the implications of formative practice for the professional development of teachers, we concluded that this group built learning, already narrated in the second focus.Therefore, according to the reported evidence in our analysis focuses, we conclude that the formative practice narrated in this work contributed to the researcher professional development and the teaching group, the target audience for this research. Thus, we hope that this work contributes for other studies that are also dedicated to the discussion of formative practices for the use of technologies in the Science and Mathematics teaching in the Elementary School, aiming at the professional development of teachers.
The present work, of qualitative character, with approach of case study, it was motivated by the personal concerns of the researchers and the problematizations in the Post - Graduate Program in Teaching of Exact Sciences of the University of Vale do Taquari - Univates. In view of this, it had as main aim to investigate what implications a continuing training course, anchored in TPACK and focusing on digital technologies, has for the professional development of teachers of Elementary teachers. The theoretical course of the developments was based on the ideas of the TPACK (Technological Pedagogical Content Knowledge) model, by Koehler and Mishra (2006, 2009), and on the concepts of continuing education and professional development, by Nacarato (2013) and Ponte (2017). Through the conducting thread of these theoretical lenses, it was begun the present research with the application of a questionnaire in digital media. This one intended to collect data to characterize a group of Elementary teachers from Public Schools in Lajeado/RS and contextualize their pedagogical practice permeated by the use of digital technologies. In sequence, a training practice was developed, based on the TPACK model, which provided for the use of digital technologies for Science and Mathematics teaching in Elementary Schools, with a group of teachers from public education in Vale do Taquari. The experiences of this formative practice were documented through video recordings and registrations in a diary. At the end, it was done a questionnaire with the same group of teachers that aimed to carry out a general feedback of the formative meetings. These actions originated data that were organized and analyzed in three interlinked focuses. The first focus, related to the learning of this group of Elementary teachers, indicates that it occurs, a priori, in an empirical way, among their pairs or through researches in internet browsers. The second focus, which addressed the knowledge of the TPACK model, we had evidence of the development of this knowledge. Among them, we can mention the mastery of knowledge of mathematical content (perimeter, area, fractions, numbers and operations), the weaknesses arising from the problematizations about knowledge of science content (Earth movements and density) and the enhancement of technological knowledge of content (developments in the analysis of digital resources).Finally, in the third focus, which intended to analyze the implications of formative practice for the professional development of teachers, we concluded that this group built learning, already narrated in the second focus.Therefore, according to the reported evidence in our analysis focuses, we conclude that the formative practice narrated in this work contributed to the researcher professional development and the teaching group, the target audience for this research. Thus, we hope that this work contributes for other studies that are also dedicated to the discussion of formative practices for the use of technologies in the Science and Mathematics teaching in the Elementary School, aiming at the professional development of teachers.
Descrição
Palavras-chave
Desenvolvimento profissional; Formação continuada de professores; Tecnologias digitais; TPACK; Ensino de ciências e de matemática; Anos iniciais; Professional development; Continuing teachers training; Digital technologies; Science teaching; Mathematic teaching; Elementary school
Citação
BIANCHINI, Rejane. Formação continuada para o uso de tecnologias digitais no ensino de ciências e matemática dos anos iniciais: possibilidade(s) de desenvolvimento profissional. 2020. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 23 set. 2020. Disponível em: http://hdl.handle.net/10737/2925.