Competências e habilidades no uso das TIC pelos docentes do ensino médio, no contexto da escola pública estadual do Estado da Bahia: implicações no ensino e aprendizagem de matemática
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2018-01-25
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As crescentes mudanças no mundo da tecnologia da informação implicam em diversas formas de aprender e de perceber o mundo, o que requer do professor novas posturas, métodos e formas de interagir com o aluno e com todas as variáveis que envolvem o ensino e aprendizagem nesse contexto. Assim, são muitas as discussões a respeito da utilização das tecnologias da informação e comunicação (TIC), pelos professores, em sala de aula, haja vista que são provocadores de mudanças significativas em nossa sociedade e oferecem inúmeras possibilidades para o seu uso na área educacional. Neste trabalho, partimos do pressuposto que a integração das TIC nas aulas de matemática pode contribuir para despertar maior interesse do aluno e propiciar condições para uma efetiva e significativa aprendizagem dessa disciplina, considerada difícil por muitos alunos. Desta forma, buscamos investigar a respeito da utilização das Tecnologias da Informação e Comunicação (TIC), na sala de aula pelo professor de matemática e sua contribuição para os resultados pedagógicos. O objetivo foi investigar a relação entre o uso das TIC e a qualidade do ensino e aprendizagem de matemática no ensino médio das escolas públicas do Território Portal do Sertão. A opção metodológica desta investigação foi o estudo de caso, com base em pesquisa descritiva, abordagem quantitativa e qualitativa, mediante levantamento por inquérito e entrevistas, realizadas com professores, alunos e gestores de escolas públicas do ensino médio e professores e alunos de graduação em matemática. A análise dos dados foi feita cruzando informações provenientes de diferentes fontes e diferentes instrumentos e, para tanto, utilizamos o software Statistical Package for the Social Sciences (SPSS), para realizar os cálculos de base quantitativa e para apoio às análises dos dados qualitativos utilizamos o software MaxQDA. Constatamos que a falta de infraestrutura, a formação do professor e o excesso de carga horária, são fatores que dificultam a adequada utilização das TIC nas práticas pedagógicas, em sala de aula. Concluímos que as instituições pesquisadas ainda não possuem a infraestrutura adequada, nem investem na formação específica dos professores, para a sua adequada utilização como recurso pedagógico. Constatamos, também, que falta uma intervenção do poder público com relação a investimentos na infraestrutura das instituições de ensino, como também na formação dos professores de matemática. Esperamos que este estudo possa contribuir com discussões sobre a qualidade da educação na região pesquisada.
The increasing changes in the world of information technology imply different ways of learning and understanding the world, which requires new teacher's postures, methods and ways of interacting with the student and with all the variables involved in the teaching and learning in this context. So there are a lot of discussions about the use of information and communication technologies (ICT), by the teachers in the classroom, who, on their way, are provoking significant changes in our society and offer many possibilities for their use of those technologies in the educational area. In this work, we have assumed that the integration of ICT in Mathematics classes may contribute to bring greater interest on the student’s point of view and provide conditions for an effective and meaningful learning of this subject matter, which has been considered one of the most difficult one for many students. In this way, we aim to investigate about the use of information and communication technologies (ICT) and its contribuition in the classroom by the Mathematics for the educational results. The main objective of this research was to investigate the relationship between the use of ICT and the quality of the teaching and learning of Mathematics in Public High Schools in Portal do Sertão territory. The methodological design of this investigation was the case study, based on descriptive research, quantitative and qualitative approach through survey and interviews, involving teachers, students and administrators of Public High Schools and undergraduate students in Mathematics. Data analysis was done across information from different sources and different instruments. To do so, we have used the software Statistical Package for the Social Sciences (SPSS), to perform the basic quantitative calculations and for support of qualitative data analysis we have used the MaxQDA software. We have found that the lack of infrastructure, teacher training and the excess workload, are factors that hinder the proper use of ICT in teaching practices in the classroom. Thus, we have concluded that the surveyed institutions do not have adequate infrastructure yet, or they are not investing in specific training of teachers, to its proper use as an educational resource. We have also noted that lack of government intervention with respect to investments in the infrastructure of educational institutions, as well as in the training of teachers of Mathematics. We hope that this study can contribute to discussions on the quality of education in the region.
The increasing changes in the world of information technology imply different ways of learning and understanding the world, which requires new teacher's postures, methods and ways of interacting with the student and with all the variables involved in the teaching and learning in this context. So there are a lot of discussions about the use of information and communication technologies (ICT), by the teachers in the classroom, who, on their way, are provoking significant changes in our society and offer many possibilities for their use of those technologies in the educational area. In this work, we have assumed that the integration of ICT in Mathematics classes may contribute to bring greater interest on the student’s point of view and provide conditions for an effective and meaningful learning of this subject matter, which has been considered one of the most difficult one for many students. In this way, we aim to investigate about the use of information and communication technologies (ICT) and its contribuition in the classroom by the Mathematics for the educational results. The main objective of this research was to investigate the relationship between the use of ICT and the quality of the teaching and learning of Mathematics in Public High Schools in Portal do Sertão territory. The methodological design of this investigation was the case study, based on descriptive research, quantitative and qualitative approach through survey and interviews, involving teachers, students and administrators of Public High Schools and undergraduate students in Mathematics. Data analysis was done across information from different sources and different instruments. To do so, we have used the software Statistical Package for the Social Sciences (SPSS), to perform the basic quantitative calculations and for support of qualitative data analysis we have used the MaxQDA software. We have found that the lack of infrastructure, teacher training and the excess workload, are factors that hinder the proper use of ICT in teaching practices in the classroom. Thus, we have concluded that the surveyed institutions do not have adequate infrastructure yet, or they are not investing in specific training of teachers, to its proper use as an educational resource. We have also noted that lack of government intervention with respect to investments in the infrastructure of educational institutions, as well as in the training of teachers of Mathematics. We hope that this study can contribute to discussions on the quality of education in the region.
Descrição
Tese de Doutoramento em Ciências da Educação
Palavras-chave
Tecnologias da informação e comunicação , Matemática , Ensino/aprendizagem , Formação de professores , Infraestruturas