Um olhar para concepções de professores na construção de objetos de aprendizagem

Abstract

The growing advancement of Digital Technologies makes it possible to increasingly dynamize social practices in their different aspects, influencing the way of thinking, interactions, finance and culture, among others, as well as promoting new times and new ways of working. Education, as part of this process, is not exempt, incorporating different resources into educational processes, enabling a reorganization of classroom dynamics, building and enabling the dissemination of new spaces of knowledge. In this bias, the study is directed to the teaching of Mathematics and aims to investigate the conceptions mobilized by a group of Mathematics teachers who teach First Degree Polynomial Function in the construction of Learning Objects (LO) in the intuitive programming platform Scratch. Therefore, it seeks to answer the following question: what is the conception of a group of teachers who teach Mathematics about the construction of LO in Software Scratch, on the content of First Degree Polynomial Function? To answer it, we carried out a research with a qualitative approach, with an exploratory objective and as a procedure we used the field study, for the constitution of data collection, multiple methodological procedures were used, such as: questionnaires, notes, the development of OA by the participants, semi-structured individual interview and recordings. After the data collection phase, it was followed by the phase of organization of the data obtained, aiming to classify the information of the collected materials. For that, the content analysis methodology was used, whose procedures are divided into three phases: pre-analysis; the exploration of the material; treatment of results, inference and interpretation. With the results obtained, we identified in the conceptions mobilized by the teachers that the Scratch software presents teaching possibilities and can enhance the teacher’s role as the author of their own educational materials, providing autonomy at the time of planning, development and execution of Los, in accordance with and corroborating with its practice and reality. It can also be identified that the programming language by blocks of the Scratch software, even being considered simple and intuitive by its creator, in the conception of some of the teachers, it was not considered só simple, since the teachers reported that programming in the software demands dedication, skills and availability of a lot of time. It can also be concluded that despite Scratch covers most of the technical and pedagogical aspects, in the teachers’ view it still presents some points that need improvement só that it can promote the construction of LO on First Degree Polynomial Function. In this context, we present as an educational product a methodological guide for the use of LO on the content of First-Degree Polynomial Function.