A tecnologia e as práticas pedagógicas na educação matemática da EJA: as percepções docentes a partir de um minicurso de formação continuada

Abstract

The present research, of a qualitative nature, has as its central objective “to know the possibilities and challenges faced by Mathematics teachers when inserting technological and digital tools into their pedagogical practices, in Youth and Adult Education (EJA). It sought to answer the following research question: In the opinion of Mathematics teachers, how can the insertion of technological resources in pedagogical practices contribute to the process of teaching and learning Mathematics in Youth and Adult Education (EJA)? The data generated and analyzed were obtained from the administration of a mini-course of continuing education, entitled "Technology and Pedagogical Practices in Mathematics Education in EJA", offered online through Google Meet. The mini-course had the participation of four Mathematics teachers who were working or who had already worked with Mathematics in the EJA. For the generation and constitution of the data, the following were used: 1) Two questionnaires (initial and final); 2) Transcriptions of the audios of the meetings of the mini-course of continuing education. A logbook was also used as a support tool for the generation and constitution of data. The theoretical framework that supported this work addressed themes related to the history of EJA in Brazil, Technology in Education, Teacher Training, Digital Literacy and the Use of Technologies in Education and Mathematics Teaching. For the analysis of the generated data, we adopted the method of “Content Analysis”, having as reference Bardin (1977). Three categories of analysis were listed: 1) Teachers' perceptions regarding the use of technologies in pedagogical practices in Mathematics classes in EJA classes; 2) Teachers' perceptions regarding the heterogeneity of EJA classes. Challenges and possibilities for this teaching modality; 3) Teachers' perceptions about the importance of digital and technological literacy for EJA teachers and students. The results show that the insertion of technological and digital tools in pedagogical practices, in Mathematics classes in EJA classes is a reality, but factors related to the scarcity of technological equipment, precariousness of computer labs in schools and insecurity regarding the use of technologies make this process difficult. The conscious use of these tools, on the other hand, makes Mathematics classes in EJA more dynamic, attractive, and can contribute to the development of students' logical reasoning, to the construction of knowledge and to the teaching and learning process. From the results obtained, an educational product was developed, in the form of a Collaborative Guide, which can serve as a reference source for teachers and those interested in the subject of this research.