Contribuições de uma prática formativa envolvendo o software GeoGebra para professores e professoras dos anos iniciais do ensino fundamental.

Abstract

This work was aimed to understand how female and male teachers in the early years of elementary school in a private school located in the south of the state of Minas Gerais appropriated themselves to the use of the GeoGebra software in their pedagogical practice in relation to the teaching of Mathematics. To do so, a qualitative research was carried out, using action research as a methodology and participant observation as a method for the production of data. The research field was constituted from a training course focused on the use of GeoGebra. The data production took place in three stages. In the first, a training course was offered to eleven female teachers and to a male teacher from the early years of elementary school at the research field school, focused on working with GeoGebra on the theme of Flat Geometry. In the second stage, two teachers were invited to carry out the planning and development with their classes of a class related to plane geometry using GeoGebra. In the third stage, semi-structured interviews were conducted with these two teachers. The planning and development stages of the activities by the teachers and the interviews were recorded using the resources of the Teams platform and transcribed, with the authorization of the participants. The organization and analysis of the data were made using the tools of the categorical content analysis. The results were discussed in three categories, built in the analysis process: need for continuing education; expansion of pedagogical strategies; and suddenly, remote teaching. In the first, we have evidence that initial training may not address the needs of male and female teachers who teach Mathematics with regard to teaching this area and the use of technologies in teaching. In the second, we point out that, through the expansion of knowledge, a field of possibilities can be opened so that pedagogical strategies can be elaborated and can contribute to the accomplishment of a collaborative work among the teachers, the creation of scenarios for the investigation and readaptation of the practices related to the Flat Geometry contents. Finally, in the third category, the results discussed indicate that the pandemic caused by the SARS-CoV-2 virus brought paradigm shifts in teaching pedagogical practice. We discussed the effort and engagement of participating teachers in modifying their pedagogical planning by linking the work with GeoGebra to the Teams platform. In the process, the teachers created new pedagogical strategies, developing new experiential knowledge. We consider that this work reinforces what the literature in Mathematics Education has been pointing out that, through continuous training which favors processes of reflection and action, it is possible to mobilize teaching knowledge and insert technologies such as GeoGebra software in the teaching practice for the teaching of mathematics.