Formação continuada de professores de matemática no Tocantins: desafios e possibilidades para o uso de tecnologias digitais para um ensino mais inclusivo

Abstract

This dissertation was developed from the need to understand the challenges and potentialities of the use of Digital Technologies (TD) as a tool to promote inclusion in the teaching of Mathematics in Basic Education. The choice of the theme is justified by the growing demand for inclusive pedagogical practices and the recognition that the initial and continuing training of teachers, in general, does not sufficiently contemplate the articulation between inclusion and use of technologies. Thus, this study had as its general objective to understand the challenges and possibilities of the pedagogical practice of teachers who teach Mathematics in the state network of Tocantins resulting from a continuing education course in digital technologies for a more inclusive teaching. The research adopted a qualitative approach, with an exploratory design, with field research as a methodological strategy. Semi-structured interviews applied to a focus group of teachers were used as data collection instruments. The data were treated through Content Analysis, according to the procedures established by Bardin (2010), allowing the categorization and interpretation of the information obtained with the help of the IRaMuteQ software. The results showed the importance of continuing education for the didactic enrichment of teachers, in order to expand their safety in the planned and intentional use of TD in favor of the learning of students with disabilities. The participants highlighted the potential of digital technologies to make the teaching of Mathematics more accessible and interactive, favoring active participation and student autonomy. However, significant challenges were also identified, such as the precariousness of the technological infrastructure in schools, the dissatisfaction with the quality of some continuing education offered, the difficulty of teachers in adapting content for students with disabilities and the absence of psychological support to deal with the emotional demands of teaching. In addition, there was some resistance on the part of some teachers in adopting and learning new ways of teaching, which compromises the full use of TD. The findings of this research point to the need for public policies that are not limited to the acquisition of equipment, but that invest systematically in teacher training in a continuous way, articulated to the school reality and the needs of teachers and students. The identified gaps suggest that future studies should deepen the analysis of the relationship between specific types of technologies and different disabilities, investigate the long-term effects of technological insertion on the school and social development of students, as well as investigations on the impact of the PROFE, as a public policy of training and teacher appreciation. Thus, this dissertation contributes to the advancement of knowledge about inclusive pedagogical practices in the teaching of Mathematics, reaffirming the role of digital technologies as allies in the construction of a more equitable and quality education for all.