As percepções dos professores de matemática da rede pública municipal de Aracaju/SE frente às tecnologias digitais na escola : da implantação ao processo de ensino

Abstract

The digital trend is a reality; example of this is the growth of digital technologies and the inclusion of them in elementary school. The presence of such technologies in the classroom contributes to digital inclusion by widening access to information using internet, allowing, for example, questioning, to observe other contexts, stimulus and construction of critical vision and knowledge. In this context, the present study aims to analyse the perception of teachers who teach Mathematics on digital technologies, from its beginning to its pedagogical use in schools of the public network Aracaju, SE. The methodology used was of quantitative and qualitative nature, and for data collection was adopted the application of questionnaires to 41 teachers of elementary school. Thus, in spite some problems related to internet access and the limited number of available equipment, the majority of respondents teachers are looking for ways to using technology in the classroom, and to work that way observed positive results in student learning.