Perspectivas e desafios para o uso do geogebra nas aulas de Matemática: um debate entre professores

Abstract

In this article we intended to present and discuss a move in the continuing education of mathematics teachers who participated in a university extension course, as well as in relation to our own training as researchers who composed the proposing team of such a course. This move was evident within one occurred debate, in which we argue about prospects and challenges for using geogebra in Mathematics classes of elementary school. This course was the scene of the PHD research of the first author of this article, which follows a qualitative methodological approach. The data discussed here come from the video of the third meeting of the course. Finally, we believe that we build / transform knowledge together because on the one hand, teachers had the opportunity to re-examine their practices studying the software in coordination with the proposal suggested in the activity. On the other hand, as members of the proposing team, besides participating actively in the discussions in this debate, we had the opportunity to evaluate our actions by analyzing the video, whose criticism will be timely for our future practice as researchers and teachers. In this article we intended to present and discuss a move in the continuing education of mathematics teachers who participated in a university extension course, as well as in relation to our own training as researchers who composed the proposing team of such a course. This move was evident within one occurred debate, in which we argue about prospects and challenges for using geogebra in Mathematics classes of elementary school. This course was the scene of the PHD research of the first author of this article, which follows a qualitative methodological approach. The data discussed here come from the video of the third meeting of the course. Finally, we believe that we build / transform knowledge together because on the one hand, teachers had the opportunity to re-examine their practices studying the software in coordination with the proposal suggested in the activity. On the other hand, as members of the proposing team, besides participating actively in the discussions in this debate, we had the opportunity to evaluate our actions by analyzing the video, whose criticism will be timely for our future practice as researchers and teachers.

Nesse artigo temos o propósito de apresentar e discutir um movimento na formação continuada dos professores de Matemática que participaram de um curso de extensão universitária, bem como em relação a nossa própria formação enquanto pesquisadoras que compuseram a equipe proponente de tal curso. Esse movimento foi evidenciado dentro um debate ocorrido, em que argumentamos acerca de perspectivas e desafios para o uso do geogebra nas aulas de Matemática do Ensino Fundamental (6º ao 9º ano). Esse curso foi cenário da pesquisa de doutorado da primeira autora desse artigo, a qual segue uma abordagem metodológica qualitativa. Os dados discutidos aqui são oriundos do vídeo do terceiro encontro do curso. Por fim, consideramos que construímos/transformamos saberes juntos, pois por um lado, os professores tiveram a oportunidade de reexaminar suas práticas a partir do estudo do software de forma articulada à proposta sugerida na atividade. Por outro lado, enquanto membros da equipe proponente do curso, além de participarmos ativamente das discussões nesse debate, tivemos a oportunidade de avaliar nossas ações por meio da análise do vídeo, cujas críticas serão oportunas para nossa prática futura enquanto pesquisadoras e professoras.