Concepções e percepções de professores de matemática atuantes na modalidade EAD sobre a utilização de objetos de aprendizagem

Abstract

The present research, linked to the Mathematical Education, which has the main objective to comprehend the conceptions and the perceptions of faculty formed by tutors and professors of teaching degree on Mathematics or other areas, in the long-distance learning of certain private higher education institution. This question has emerged in the face of researches concerning the inclusion of technologies at teaching practices, by mathematics professor. Hence, we have carried out this exploratory and qualitative research alongside the professor involved in the mentioned course. Initially, we have consulted the specific literature in the subject in order to create a theoretical framework to bolster the surey, quoting author who support theories as reorganization of pedagogical activities, reorganization of thinking, new pedagogical models and construction of mathematical thinking, mediate by technologies. We have approached the concepts of learning objects, as well as its main features which promote interaction and interactivity activities, besides the repositories. By a research clipping in journals, and productions in study groups, we were able to identify the main conceptions and perceptions of professors who carried out experiments with these digital resources in different teaching and learning situations. This encourage the use of a parameter to make an analogy with the results of our research. We have also analyzed the long-distance learning scenario, considering its historical aspects in the world and in Brazil, as well as its legislation in the country. The scenario of teaching degree on Mathematics had been also discussed, considering the scope of this modality. We have used as a research methodology the Bardin’s content analysis of (2016), whose procedures were divided into stages: the selection of teachers, data collection, organization of information and compilation of the data obtained. The results obtained show conceptions and perceptions of these teachers, demands such as the scarcity of methodologies in the literature that would serve for the implementation of digital resources in their pedagogical practices. Thus, we present as an educational product a proposal to start the use of learning objects in the long-distance learning, supported by the TPACK methodology.