A (re)significação das práticas docentes no ambiente escolar: conhecimento pedagógico-tecnológico de professores de Matemática em evidência

Abstract

This research aims to investigate the process of integration of digital technologies to teaching looking for evidence of the formation of Technological Pedagogical Content Knowledge (TPACK) of teachers of Mathematics of Basic Education in pre and pandemic educational scenarios of COVID- 19, linking these aspects with the proposals for building competencies and skills from technological approaches in the National Common Curricular Base — BNCC and in the regional curriculum. We will direct our eyes and actions to answer the following question: How do teachers mobilize their technological and pedagogical knowledge in the process of integrating digital technologies in mathematics classes? The theoretical framework that underlies the study contextualizes and explains the professional knowledge of the mathematics teacher, detailing it, through the TPACK, in aspects related to their initial training and how this knowledge is improved with continued training during the insertion process and / or integration of digital technologies (TD) in classrooms. The research contemplates a scientific investigation methodology based on the precepts of qualitative research, with each article having different methodological procedures and obeying ethical principles. In the study, we had the participation of seven teachers from two public schools — municipal and state, located in the urban area of the city of Montes Claros, Minas Gerais. Data collection materialized through semi-structured interviews at Google Meet, online questionnaire, as a complementary and alternative procedure, participant observation by teachers in the virtual environment and document analysis. The main results assure to conclude that the mathematical researchers are part of a movement of integration of technologies in the school routine, focusing on the use of software such as GeoGebra and point to the research gap with a more emerging focus, such as Hybrid Education. We found that the TPACK of the investigated teachers who teach Mathematics classes is multifaceted, versatile and dynamic, embodied by the interrelation of different spheres of professional knowledge. In short, we infer that this link is more evident in the perspective of the real contemporary curriculum that asks teachers for content, pedagogical and technological knowledge, with the first two types of knowledge mentioned being more visible in classrooms.