Tecnologias digitais e as práticas pedagógicas dos professores de matemática da educação básica

Abstract

This article is based on a study conducted in the continuing education of teachers who work in the Education State Network belonging to the Regional Education Center of Foz do Iguaçu. The aim of this study was to investigate the voices of teachers in relation to the limits and possibilities of use of the webquest i n their practice. In this study, we understand the continuing education as a key factor for professionals understand the responsibility of teaching, with a view to promoting a dialogue in which all partners are critical training. Data collection was conducted through a questionnaire and field observation. The subjects were forty-two teachers who work in the Education State Network belonging to the Regional Education Center of Foz do Iguaçu. As analysis method, we use the Text Analysis Discourse. We observed this research that teachers, even though they are receptive and feel motivated to webquest, point to difficulties in use in their practice, the following: the time needed for the preparation and the physical structure (laboratory) available in schools. Moreover, we observed that teachers understand that TDICs must be approximated the school, as they are means to come and have the potential to contribute to the educational development