Uso de tecnologias na educação: desafios e soluções em aulas remotas e semi-presenciais de Matemática no ensino médio
Data
2023-02-23
Autores
Paiva, Rodolfo Magliari de 
Orientadores
Rosalen, Marilena Aparecida de Souza
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A relevância e justificativa do presente tema se dá por conta do cenário global, provocado pela pandemia do COVID-19, onde a Educação e as Tecnologias tiveram que se unir. A pandemia acelerou a possibilidade do ensino remoto e semi-presencial e trouxe novos desafios para o professor, especialmente no Ensino da Matemática. Assim, o objetivo é identificar e analisar desafios e soluções tecnológicos apontados/enfrentados no Ensino de Matemática por professores que atuaram com aulas síncronas ou remotas e semi-presenciais no Ensino Médio em contexto pandêmico de COVID-19. Para isso, foi realizado um estudo qualitativo, em duas etapas, utilizando a metodologia explicativa, de modo que facilite o entendimento do cenário desafiador e possibilite a recomendação de soluções assertivas. Na primeira etapa, o instrumento de coleta de dados foi um questionário pré-elaborado por meio da ferramenta Google Forms, para que professores de Matemática do Ensino Médio de todo o Brasil, das redes pública e privada, preenchessem, após se sentirem esclarecidos a respeito da pesquisa, que foi submetida ao Comitê de Ética em Pesquisa (CEP) da Universidade Federal de São Paulo (UNIFESP). Quarenta e quatro professores responderam ao questionário. Da amostra obtivemos que 68,2% buscaram uma formação continuada após a formação inicial em cursos de pós-graduação. 52,3% dos participantes apresentaram uma experiência positiva ao ensinar Matemática de forma remota e semi-presencial. 59,1% dos participantes já utilizavam tecnologias nas aulas antes da pandemia (de forma regular e contínua), porém desafios existiram no processo. Os aprofundamos na segunda etapa, em que participaram cinco dos professores da primeira etapa, em uma entrevista semi-estruturada via Google Meet, verificamos que as principais dificuldades foram o acesso à internet, o conhecimento das tecnologias disponíveis, a ausência de treinamento com as tecnologias e a comunicação com os alunos. A partir da pesquisa realizada, é possível apontar que apesar de mais da metade dos participantes terem formação continuada, utilizarem tecnologias em sala de aula desde antes da pandemia e terem boa experiência com o ensino remoto e semi-presencial, as dificuldades enfrentadas, como o acesso à internet de qualidade, formação continuada com as tecnologias, principalmente com as específicas para o Ensino de Matemática e recursos tecnológicos, poderiam ter sido amenizadas se os docentes tivessem mais apoio de políticas públicas e das instituições de ensino.
The relevance and justification of this topic is due to the global scenario, caused by the COVID-19 pandemic, where Education and Technologies had to be adopted. The pandemic accelerated the possibility of remote and blended teaching and brought new challenges for the teacher, especially in Mathematics Teaching. Thus, the objective is to identify and analyze technological challenges and solutions pointed out/faced in Mathematics Teaching by teachers who worked with synchronous or remote and blended classes in High School in the context of the COVID-19 pandemic. For this, a qualitative study was carried out, in two stages, using the explanatory methodology, in order to facilitate the understanding of the challenging scenario and enable the recommendation of assertive solutions. In the first stage, the data collection instrument was a pre-elaborated questionnaire using the Google Forms tool, so that high school Mathematics teachers from all over Brazil, from public and private networks, could fill in, after feeling enlightened about it. of the research, which was submitted to the Comitê de Ética em Pesquisa (CEP) of the Universidade Federal de São Paulo (UNIFESP). Forty-four teachers answered the questionnaire. From the sample, we found that 68.2% sought continuing education after initial training in postgraduate courses. 52.3% of the participants had a positive experience when teaching Mathematics in a remote and semi-presential way. 59.1% of participants were already using technologies in classes before the pandemic (regularly and continuously), but challenges existed in the process. We deepened them in the second stage, where five of the teachers from the first stage participated, in a semi-structured interview via Google Meet, we found that the main difficulties were internet access, knowledge of available technologies, lack of training with the technologies and communication with students. From the research carried out, it is possible to point out that although more than half of the participants have continuing education, have used technologies in the classroom since before the pandemic and have good experience with remote and blended teaching, the difficulties faced, such as quality internet access, technology training, especially with those specific to Mathematics Teaching and technological resources, could have been reduced if teachers had more support from public policies and educational institutions.
The relevance and justification of this topic is due to the global scenario, caused by the COVID-19 pandemic, where Education and Technologies had to be adopted. The pandemic accelerated the possibility of remote and blended teaching and brought new challenges for the teacher, especially in Mathematics Teaching. Thus, the objective is to identify and analyze technological challenges and solutions pointed out/faced in Mathematics Teaching by teachers who worked with synchronous or remote and blended classes in High School in the context of the COVID-19 pandemic. For this, a qualitative study was carried out, in two stages, using the explanatory methodology, in order to facilitate the understanding of the challenging scenario and enable the recommendation of assertive solutions. In the first stage, the data collection instrument was a pre-elaborated questionnaire using the Google Forms tool, so that high school Mathematics teachers from all over Brazil, from public and private networks, could fill in, after feeling enlightened about it. of the research, which was submitted to the Comitê de Ética em Pesquisa (CEP) of the Universidade Federal de São Paulo (UNIFESP). Forty-four teachers answered the questionnaire. From the sample, we found that 68.2% sought continuing education after initial training in postgraduate courses. 52.3% of the participants had a positive experience when teaching Mathematics in a remote and semi-presential way. 59.1% of participants were already using technologies in classes before the pandemic (regularly and continuously), but challenges existed in the process. We deepened them in the second stage, where five of the teachers from the first stage participated, in a semi-structured interview via Google Meet, we found that the main difficulties were internet access, knowledge of available technologies, lack of training with the technologies and communication with students. From the research carried out, it is possible to point out that although more than half of the participants have continuing education, have used technologies in the classroom since before the pandemic and have good experience with remote and blended teaching, the difficulties faced, such as quality internet access, technology training, especially with those specific to Mathematics Teaching and technological resources, could have been reduced if teachers had more support from public policies and educational institutions.
Descrição
Citação
PAIVA, Rodolfo Magliari de. Uso de tecnologias na educação: desafios e soluções em aulas remotas e semi-presenciais de Matemática no ensino médio. Orientadora: Marilena Aparecida de Souza Rosalen. 2023. 101 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Instituto de Ciências Ambientais, Químicas e Farmacêuticas, Universidade Federal de São Paulo, Diadema, 2023.