Do pó de giz aos bits: cartografando os processos de adesão e inserção do computador interativo no ensino de matemática

Abstract

The school spaces are evidently marked by the transition from the world of atoms to bits. While this cycle is not complete, currently a two-dimensional universe is lived, and technologies continue to gradually re-signify the pedagogical practice of the teacher. Due to transformational processualities, this work has as general objective to investigate the processes of adhesion and insertion of the interactive computer with digital slate in the teaching of Mathematics, in particular of the municipal school network of Coruripe-AL. It is a qualitative and delimited research under the cartographic method, by the fact of studying the procedural and subjective phenomena that emerge in the diverse social spaces. The research was carried out using as data collection techniques the semi-structured interviews, the field diary, the lesson plans and the participant observation. The theoretical-methodological contribution is mainly based on Deleuze and Guattari (1995), Kastrup and Passos (2016), Brazil (2012, 2016, 2017c), Kalinke and Almouloud (2013), Bittar (2010) and Divieso . As a cartographer / researcher, the paths were flexibly traced and directed to the protagonists of this work, that is, 3 technicians and 6 teachers of mathematics. The results show that collaborative work among the different segments of a school environment is essential in the success of actions, transformations and integration of technologies in the school environment. Regarding the teaching of Mathematics, it was noticed that the interactive computer is being inserted in the classroom in a limited way, not making use of all its functionalities: computer, projector and interactive whiteboard. This fact only results in the use of the computer and the projector. Teachers express that their pedagogical practice is inserted in a two-dimensional world, however the lack of training specifically directed to the teacher caused an impasse, as detected. It was also noticed that teachers make use of dynamic, attractive activities with sounds, images, videos, quizzes and games, in order to establish among themselves a multiplicity of modes of subjectivation.