Usos das TIC por professores do curso de licenciatura em matemática da PUC Goiás

• Ano de defesa: 2012
• Autor(a) principal: Dias, Divina Rosangela de Souza Costa
• Orientador(a): Peixoto, Joana
• Banca de defesa: Zanata, Beatriz Aparecida , Barrio, Juan Bernardino Marques
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Formação de professores; TIC; Saberes docentes
• Palavras-chave em Inglês: Teacher formation; ICT; Teacher knowledge
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucgoias.edu.br/handle/tede/1050

This research thematizes the uses of Information and Communication Technology (ICT) by teachers trainers course in Mathematics at the Pontifícia Universidade Católica de Goiás (Goiás-PUC). The overall objective is to analyze the proposed uses of ICT by teachers of undergraduate course in Mathematics at PUC Goiás. The sample consisted of subjects by teachers Education, Communication and Media and New Technologies in Mathematics Teaching . We adopted a qualitative approach, through the following instruments for data collection: document analysis and classroom observation. To analyze the integration of ICT in society and education in theoretical studies on the following: Castells (1999), Barreto (2002), Peixoto (2009), Sancho (2006), Santos (2007), among others. The study of official proposals and models of teacher training was based on the following authors: Freitas (2002), Gatti (2008, 2010), Libâneo (1985, 1998), Mizukami (2002), Pimenta (2007), Saviani (1994, 2006, 2008, 2009, 2010). The analysis of the data was based on two fields: 1) The relationship between ICT and education (FEENBERG, 2003; PEIXOTO, 2008); 2) The rationales underlying conceptions of teacher (TARDIF, 2000, 2007; TARDIF, LESSARD e GAUTHIER, 2001, THERRIEN, 2006). It was understand that the forms of ICT use by teachers of the degree course in Mathematics at PUC Goiás follow the deterministic and instrumental conceptions (FEENBERG, 2003; PEIXOTO, 2008, 2009; SANCHO, 2006). It was observed that the inclusion of ICT in teaching practice is based on rationality cognitive instruments (HABERMAS apud THERRIEN, 2006) and prioritizes the disciplinary knowledge (TARDIF, 2007) and science to the modern world.