“50 segundos” pela formação matemática dos professores das séries iniciais na era da cibercultura

Abstract

This dissertation presents the development of mathematics training videos for teachers in the early years shared on social networks. The goal of this research is to understand the relationships of a group of teachers who work in this segment, from the public network of the City of Rio de Janeiro, with the teaching of Mathematics and how they evaluate this pedagogical proposal for continuing education, understanding the cyberspace as a possibility of training continued within this new configuration of exchanges and knowledge sharing. Teacher training has been analyzed in research in the most diverse teaching modalities. In general, gaps are found in these training processes, which usually impact the quality of teaching of students in the early years, especially in the field of mathematics (ALMEIDA, 2012). Since the last decades of the twentieth century, there has been a progress in Information and Communication Technologies (ICTs), especially with the popularization of the internet and various communication applications, thus constituting the so-called cyberculture (LEVY, 1999) that inaugurates the new century . Given this scenario, this research sought to assess the feasibility of this training through three fifty-second videos, which are products of this research, using for disclosure and communication in digital tools such as Whatsapp©, Instagran© and Facebook©. The methodology used to analyze the material collected during these courses was qualitative and content analysi (FRANCO, 2008) became the most appropriate implement to extract the information presented in the participants’ answers. The research has shown that this training design is well accepted and can become an important ally to solve specific problems in continuing teacher education.