A formação dos professores utilizando as ferramentas do PROUCA como facilitadoras no processo ensino-aprendizagem de matemática nos anos iniciais do ensino fundamental

Abstract

This research refers to the training of teachers of Mathematics Teaching of Basic Education School São Rafael using A COMPUTER PROGRAM TO ONE STUDENT - "PROUCA". The research's orientation find a response to this Question: "Is it possible train teachers so that the mathematical contents combine their practice using the tools of PROUCA's Laptop?" The research sought answers to this question and was developed according the assumptions of qualitative's research to understand and analyze the appropriation of technological knowledge of mathematics of basic education teacher's, and considering the possible difficulties that are part of this process, including the impact of public policies on professional development teachers and especially its practice in everyday classroom. Accordingly, we attempted to get a look from different perspectives to the product of this research, going through different situations such as: Informal interviews with teachers; Observation of teaching practice; formative Practices face and presential forms; Constants strategies teformulations of the training plan; practices in the classroom with the association with syllabus technologies; And presentations by teachers, their training experiences with use technology in practice. Was identified as result of this research, the understand of the of appropriation process of technological knowledge basic education teachers has dialectical features and involve different aspects of the agreement with the various perspectives of teachers regarding use of technology or the reality of St. Raphael School. has also allowed assess the reality of educational public policies which are inserted and the processes that affect the ownership of such knowledge in practice. research shows that teacher training involves different aspects and processes internal and external to their teaching. Finally, we propose that are promoted public policies directed to continued use of technologies, ie actions more extensive training for these teachers aiming at the digital inclusion of their students.