LIVRO DIDÁTICO E TECNOLOGIAS DIGITAIS NA PRÁTICA DOS PROFESSORES DE MATEMÁTICA

Abstract

The textbook (TB) is still the most used teaching tool in Brazil, but its use is linked to traditional methodologies. However, the effectiveness of the textbook is questioned in the face of new digital technologies (DT) that allow access to information anywhere and at any time, and in different multimedia formats. This whole context constitutes a huge challenge for mathematics teachers. Thus, the objective of this article is to evaluate possibilities for associating TB with DT as tools for active teaching in Mathematics, having as a scenario a network of private schools in Brazil. The research questions are: What is the role that Mathematics teachers attribute to textbooks and DTs and how do they use these tools in their practices? This work constituted a case study with teachers who used active teaching strategies in Mathematics with the use of textbooks associated with DTs. It is based on questionnaires and interviews with teachers from different parts of Brazil. The analysis of the interviews points to a positive disposition in the use of DT in the educational context, even in the face of limitations on the part of the teacher, the school or other adversities. The analysis also shows that lesson planning is based on the teacher's experience and the sequence presented in the textbook is generally static, with few systemic changes throughout the process. Thus, the analysis brought evidence that the teachers' teaching practices have characteristics of passive teaching with "light hints" of strategies with potential for active teaching.