As tecnologias digitais de informação e comunicação (TDIC) como mobilizadora de práticas ativas : um estudo no ensino remoto em uma disciplina de cálculo I

Abstract

The present research aims to analyze the senses and meanings that teachers and students establish with the knowledge of Calculus I, through interventions with active practices, inspired by the hybrid teaching model rotation by stations, allied to TDIC. In this sense, the question was: What meaning and meaning are attributed by teachers and students when using Digital Information and Communication Technologies in the subject of Calculus I, at IFS- Campus Aracaju? This research question also raised another point to consider: What is the relationship with the knowledge of the research participants teachers and students and the discipline of Calculus I, through interventions carried out in the context of Remote Teaching, at IFS- Campus Aracaju ? The present study was built with the participation of teachers and students enrolled in a Calculus I course at the Federal Institute of Education, Science and Technology of Sergipe (IFS) - Campus Aracaju. This is a qualitative and exploratory research that used two phases to constitute the data: Interventions in the discipline and the application of a questionnaire with open questions and a Balance of Knowledge. The theoretical support for data analysis was the studies of the Relationship with Knowledge by Bernard Charlot (2020, 2000, 2005, 2006, 2012, 2013), Silva (2009), through thematic categorizations as a form of constellations that gave representation to the senses and meanings attributed by the research participants through their narratives. In general, it was noticed that, in the presentation of the learning evoked by the participants, there is a preponderance of learning linked to family and affective issues of their teachers and friends, and how these relationships influence learning and the meaning they attribute to Calculus I. Finally, in relation to the use of Digital Information and Communication Technologies in active practices, the students showed that in the course of their trajectories they have already experienced some situation of school failure, or had a learning with "gaps" and that the technological resources made it possible to fill them in, especially the Khan Academy platform.