A percepção e o imaginário do pedagogo docente como tessituras no processo de ensinar matemática por meio da tecnologia

Abstract

In this thesis, a theoretical model is presented that characterizes the types of knowledge required for a mathematics teacher to act in learning environments with the aid of digital technology. Mishra and Koehler (2006) created the TPACK (Technological Pedagogical Content Knowledge) model, whose objective is to subsidize the development of teaching work in different learning contexts, integrating curricular content, pedagogical practices, and technology. In this thesis recognize the importance of these three aspects addressed by TPACK and argues about the need to consider imaginary knowledge as an important element for teaching performance. The general assumption of the proposed model TPACKI considers that the teacher's choices about content, pedagogical practices, and technologies to be used are subject to the records contained in his imagination. That is, the historicity of the teacher's life in positive experiences, or not, directs their preferences to practice the profession. To define the model, the following steps were developed: (i) delimitation of the problem, (ii) review of the literature relevant to the topic under study, (ii) conducting a case study with data collection through interviews in a qualitative research with eight mathematics teachers in elementary school, (iii) data analysis using Discursive Textual Analysis (ATD), (iv) presentation of three emerging categories arising from ATD, when the interviewees' statements are associated with the theoretical foundation and the interpretation of this author , (v) proposition of the model with detailed argumentation and critical analysis on the delimitation of what was called “creative imaginary knowledge”, (vi) application of the model through examples taken from the qualitative research carried out. The model proves to be feasible, recognizing the mechanisms of organization of mathematics teaching thinking. Thus, it characterizes the importance of an interactive reality among the perception of the teacher, concretized in his imagination, and the knowledge about curricular content, pedagogical practices and the use of technologies to improve his professional performance