A formação de professores formadores de Matemática da rede municipal de ensino de Teresinano uso pedagógico das tecnologias com ênfase no Pensamento Computacional

Abstract

This dissertation was developed in the Professional Postgraduate Program in Management and Public Education Evaluation, at the Center for Public Policies and Education Evaluation from the Federal University of Juiz de Fora (CAEd / UFJF). This management case study discussed the Mathematics teachers' continuing education in the Municipal Education System of Teresina -PI, focusing on the use of Information and Communications Technology (ICT) and Computational Thinking by Basic Education teachers. The main aim of this study was to investigate and understand how the use of ICT, with an emphasis on Computational Thinking, proposed in Brazil's National Common Curricular Base (BNCC) can contribute to improving the teaching of Mathematics in the Municipal Education System of Teresina -PI. The specific aims of this research were: (i) to present the role of teacher educators in continuing education for Mathematics teachers at Teresina's Municipal Education Administration (Secretaria Municipal de Educação de Teresina -SEMEC), in the scope of Results-Based Management Policy; (ii) to understand the leading and aligning role of technologies as seen in BNCC; (iii) to understand the possibilities of Computational Thinking in Mathematics teaching; (iv) to propose a training for teacher educators that contemplates the use of ICT and Computational Thinking in Mathematics education. Thus, this study started from the following research question: how can the training of teacher educators in Mathematics at SEMEC contribute to meeting the requirements of the use of ICT seen in BNCC, with an emphasis on Computational Thinking? In this sense, the methodology used was a qualitative research of data collection, carried out through individual interviews with six Mathematics teachers from SEMEC. For this, this research has as theoretical basis the studies of Gatti (2008), Wing (2016), Valente (2016), Lévy (2010), and others. Therefore, the research data indicates that the teacher educators do not receive training to practice this role and that there is no work aimed at the use of technologies and the development of ComputationalThinking in training processes. Then, the obtained results constituted the elements for the elaboration of the Action Plan for Education (Plano de Ação Educacional -PAE), aiming to propose actions regarding the use of technologies and the development of Computational Thinking to reinforcethe role of the Mathematics teacher educators in the researched municipal education system. Therefore, these actions must be implemented by school managers, with the support of the pedagogical coordination team and SEMEC's Center for Information Technology, in order to improve the training with Mathematics teachers.