Tecnologias e o professor de Matemática: Percepção, integração e entraves

Abstract

The changes that the Information and Communication Technologies (ICT) are causing in our society impact primarily the school, which is formed predominantly by the youngsters which, in the 21st Century, follow and use those technologies. We know that the ICT have a relevant role in the social environment and that the school is taking on the usage of social media, as a pedagogical resource, what is important to watch out for is what is their purpose and how to use them. This research has the purpose of reflecting on the perception of the Math teachers since the integration of the ICT in their classes, to the possible barriers that make them impossible to do this usage. In this context, the work is carried out in two distinguished moments: firstly, we analyze the perception of the public high school teacher, regarding the use of ICT on the Math classroom, and about contributions of those technologies, in initial formation; secondly, we seek to identify which are the main difficulties that Math teachers face when they try to integrate the ICT into their classes. The research has a qualitative character, the dissertation adopts a multipaper format and is consisted of two empirical articles, and for obtaining of the data, were performed two interviews with teachers from three public schools from Campina Grande - PB. It had been found that there's no use of the ICT, and that the initial formation has not contemplated technological knowledge, and also one of these difficulties is the lack of internet access. It has also been observed that the teacher's interests for continuing education on this theme. These evidences may be the cause of low ICT utilization in Math classes. Therefore, it can be inferred that the schools still need improvements and advances related to ICT introduction. Teachers need empowerment, training and availability of tools to make the ICT integration in their classes.