TECNOLOGIA E ENSINO DA MATEMÁTICA: VISÕES DE LICENCIANDOS EM PEDAGOGIA DO SUL DO BRASIL

Abstract

In this study, we have as objective the visions for the teaching action regarding the relationship between technology and mathematics teaching of the students of the degree course in Pedagogy of universities in the Southern Region of Brazil. To provide a theoretical basis, we used the perspective of teaching knowledge, according to Tardif (1991; 2007; 2012), Gauthier et al. (2006) and Shulman (1986; 2004), as well as Frota and Borges (2004) in the discussion of the relationship between teaching mathematics and The technology. In the development of the research, we applied questions with open and closed questions with academics who are studying a degree in Pedagogy, from universities in the Southern Region of Brazil. In addition to the initial questions aimed at characterizing the group, the questions were related to three axes: (1) relationship between undergraduates in Pedagogy and Mathematics and the view on its presence in the initial training course and in basic education; (2) relationship of graduates in Pedagogy with Technology and the view on its presence in the initial training course and in basic education; (3) relations and possibilities of approximation Technology and Mathematics perceived by graduates in Pedagogy for basic education and for the Pedagogy course. The study is characterized as a qualitative research, since our intention is to associate it with a reading and interpretation of the understandings of future pedagogues about the relationship between Technology, Mathematics teaching and the early years of elementary education. Data analysis of the open questions was performed with the help of the Iramuteq software from a content analysis perspective