TIC no processo de formação inicial dos alunos do curso de Licenciatura em Matemática da UFMT

Abstract

This study is part of the Group of Studies and Research in Mathematical Education (GRUEPEM), in the Research Line in Science Education and Mathematical Education and is funded by CAPES. It seeks to understand the contributions of the disciplines of Technologies for the Teaching of Mathematics in the formative process of the students of the full degree course in Mathematics of the Federal University of Mato Grosso (UFMT), Campus Cuiabá. Research from this perspective has found that to include them effectively it is necessary to conceive of them as a resource that enhances learning, not just as a tool to expedite an activity. Given this situation, the research aims to answer the following question: in what ways do Information and Communication Technologies (ICT) related subjects from the UFMT Mathematics Degree course contribute to the initial formation of the mathematics teacher? To this end, it is traced in the view of authors such as Gómez (1992), Mizukami (2002), Zeichner (2003), Marin (2003), Imbérnon (2000) and Gatti (2013) the skills required for the degree today. Then, authors such as Polettini (1999), Blanco (2003), Fiorentini (2005), Nacarato and Passos (2007), and D'Ambrosio (2008), contribute specifically to the competences of the Degree in Mathematics. Regarding ICT in initial training, the contributions of Lévy (2008), Borba (1999), Ponte (2000a, b), Pretto (2002), Miranda (2007), Alonso (2008) and Richit and Maltempi (2010) by emphasizing the importance of media tools and the new way of conceiving education with their inclusion in the teaching-learning processes. It uses the approaches of qualitative research and interpretative method to analyze the reflection content of four undergraduate students in Mathematics about their initial formation for teaching in Basic Education and the inclusion of ICT in this process. The instruments used in the analysis were the interviews with the subjects of the research and analysis of the pedagogical political plan of the Mathematics degree course. Through the data produced by the research, it was possible to interpret them through three axes of analysis: Concepts about the initial formation of the mathematics teacher, Concepts about ICT in the teaching of mathematics during the initial formation, Conceptions of the subjects about the use of ICT as resources in teaching-learning processes. It points out the following results: the initial formation includes ICT-related training contents according to what is proposed in the curriculum guidelines for Basic Education and in the resolutions for teacher training courses, but the research subjects indicate that in practice this training it becomes in a cast as it develops under a technicist bias, where one learns only the reproduction of media. It concludes that for a more efficient training for the inclusion of ICT in the subsequent teaching practice, it must be integrated and systematized throughout the course curriculum. In this sense, the research constitutes an interesting way to enhance the conceptions of the academics, seeking to understand what they have to say about their practice, thus indicating possible improvements that may occur in this initial formation.