DIFFERENT MEDIA, DIFFERENT TYPES OF COLLECTIVE WORK IN ONLINE CONTINUING TEACHER EDUCATION: WOULD YOU PASS THE PEN, PLEASE?

This paper presents some findings regarding the interaction between different computer interfaces and different types of collective work. We want to claim that design in online learning environments has a paramount role in the type of collaboration that happens among participants. In this paper, we report on data that illustrate how teachers can collaborate online in order to learn how to use geometry software in teaching activities. A virtual environment which allows that construction to be carried out collectively, even if the participants are not sharing a classroom, is the setting for the research presented in this paper.

Online distance mathematics education in Brazil: research, practice and policy

In this article, we address online distance mathematics education research and practice in Brazil, which are relative newcomers to the educational scene. We present the national context of education in Brazil, highlighting the organization of the educational system, and also a summary of national legislation on distance education and an overview of digital inclusion in the country. We outline the potential and relevance of distance education for the Brazilian educational system and show how it could intervene in the system. With respect to research and practice in online mathematics education, we present support for research, examples of studies and highlight different aspects being addressed, including its essential components. In addition, we discuss the synergy between distance education and teacher education, and mathematics distance education and modeling, as well as other initiatives in the national scenario.

On-line collaborative learning for in-service teacher education

This article brings some of the results of a study that analyzes a hybrid course for in-service teachers in the Project Teletandem Brazil: foreign languages for all. In this project, Brazilian teachers of Spanish as a foreign language took part in a blended tandem learning course, communicating via videoconferencing with Uruguayan teachers of Portuguese as a foreign language. The aim of the study was to verify Brazilian teachers' concepts and beliefs concerning language and culture and how the teletandem interactions affected them. After the interactions, teachers' views of culture seemed to also incorporate aspects of culture as an interpersonal process, instead of the factual and static view which was previously predominant. Therefore teacher education programs must consider the possibility of conjugating theory and reflective practice through the use of videoconference tools in order to allow teachers to experience culture rather learn facts about it. © 2011 ACADEMY PUBLISHER.

Collaborative language learning in Teletandem: a resource for pre-service teacher education

This article presents some of the results of a qualitative research project about the influences of the pedagogic strategies used by a mediator (graduate student in applied linguistics) in the supervision process of a Teletandem partner (undergraduate student in languages) on her pedagogical practice. It was done within the project Teletandem Brazil: foreign language for all. Based on the reflective teaching paradigm and collaborative language learning, with special emphasis on tandem learning, we analyzed the contributions of the collaborative relationship established between the graduate student and the student-teacher in her first teaching experience. The results bring about implications for the field of language teacher education in a perspective of education within practice, evidencing the experience of collaborative learning in teletandem as an opportunity for reflective teacher education of pre-service teachers.

A comunicação em fóruns de um curso a distância de formação de professores para uso de TDICS: análise da presença de ensino

The importance of the inclusion of digital technology in the classroom has already been pointed out by numerous authors in the educational field and some of them herald that it is through this inclusion that we can achieve transformations in school settings. Based on this assumption, this paper aims to present a distance learning course offered to in service and preservice teachers, focused on the use of technology in foreign language classroom primarily focusing on the role of teacher educators in mediating discussions. For this we sought theoretical support in studies which deal with distance courses (KENSKI, 2008), about virtual environments (ARAÚJO and MARQUESI, 2008), online discussion forums and investigation community and teaching presence (GARRISON, ANDERSON and ARCHER, 2000). Based on the previous theories presented, teacher educator’s messages were analyzed during a distance course offered to teachers in continuing and initial training, identifying marks of teaching presence and pointing to appropriate mediations and/or possible gaps. The results indicate that the teacher must be even more aware of the types of feedback that are provided and of the teaching presence mentioned by Garrison and colleagues (2000, 2001).

Educação a distância online: potencialidades para a formação de professores que ensinam matemática

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O uso de softwares na prática profissional do professor de matemática

Este artigo apresenta uma pesquisa que é resultado de cursos online de formação continuada de professores, concebidos a partir de uma parceria entre a UNESP e uma rede nacional de escolas de Ensino Básico. Os cursos buscavam familiarizar os professores de Matemática com os recursos da tecnologia informática, especificamente dois softwares, o Geometricks e o Winplot, no que diz respeito à utilização destes na sala de aula. Após alguns anos da realização dos mesmos, na pesquisa aqui descrita, objetivamos identificar se e como os softwares foram incorporados à prática profissional, em um cenário em que os professores podem contar com laboratórios, formação continuada e suporte técnico. A partir de entrevistas online, pudemos mapear as diferentes escolhas dos professores: não-uso; uso de forma semelhante (ou não) à vivenciada no curso online, e o uso interdisciplinar, mostrando variadas formas pelas quais os professores retraduziram o curso para sua prática.

Environmental education and the health risk question: how do we educate the educators working with this theme?

Our society is presently seeing a trend of continuous increase of risk with severe consequences, especially those linked to environmental aspects. It has obligated us to reflect on this production and its effects, either positive or negative, and, after a long reflection, to think about the adopted model of civilization and the possibilities of changing such a model. The educational institution is among the social departments responsible for this revision process, since it represents one possibility to promote a more critical vision from society, providing it with tools needed for a more responsible action. However, schools are dominated by a traditional work, which does not allow for enough and proper attention to these relevant and current questions, and which involve a critical analysis of the conceptions and values established by our civilization, resulting in the present patterns of science-technology-society relations and their influence on the environment and health. Several research works have indicated a diversity of barriers that obstruct this necessary change. Since formal education plays an important role in the education of society for this theme, in this paper the possibilities and difficulty dealing with this problem are discussed, focusing on the question of teacher education, based on investigations related to teacher education programs for environmental education. The data collected show the urgency for introducing this theme in teacher training programs, taking into account the fact that educators have their own conceptions, values and attitudes that should be considered in these programs.

Calculadoras, Computadores e Internet em Educação Matemática: dezoito anos de pesquisa

In this paper, we present GPIMEM, a group that has been developing research in Mathematics Education related to computers and other media since 1993 to understand how mathematical knowledge can be produced with these technological resources, in face-to-face as well as online distance education. Members of the group dialogue with different fields of knowledge such as philosophy, history, psychology, anthropology, sociology, arts and technology, among others, to inform their research. The research addresses various topics relevant to Mathematics Education, including methodological and epistemological aspects of teaching and learning, of mathematical modeling and teacher education, always within a qualitative research perspective. We begin with the historical presentation of the group, revealing its dynamics and organization of work, followed by reflections on qualitative research methodology and description of research conducted over the past five years. Finally, we present a synthesis of the theories developed by the group and expectations for the future.

Aspectos conceituais e instrumentais do conhecimento da prática do professor de cálculo diferencial e integral no contexto das tecnologias digitais

Pós-graduação em Educação Matemática - IGCE

Educação Sexual na Escola: concepções e práticas de professores

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ensino de temas da genética contemporânea: análise das contribuições de um curso de formação continuada

Pós-graduação em Educação para a Ciência - FC