Desafios e possibilidades do ensino de matemática na perspectiva do ensino híbrido na Educação Profissional Tecnológica

Abstract

The present study is characterized as a master's degree research developed within the Professional Master's Program in Professional and Technological Education - ProfEPT of the Federal Institute Farroupilha - Campus Jaguari, in the line of research Educational Practices in Professional and Technological Education. Given the above, we problematize: What are the conceptions of integrated high school mathematics teachers about the use of active methodologies used in hybrid teaching? The study aimed to investigate the contributions of active methodologies combined with hybrid teaching for learning mathematics in Integrated High School with teachers at the São Borja campus. This is field research, of a qualitative nature. Data collection took place through semi-structured interviews, which were audio recorded and fully transcribed. The analysis procedures were guided by Bardin's Content Analysis (1977), from which a priori categories of analysis emerged that helped to understand the narratives produced by teachers, where we sought to identify the conceptions about Hybrid Teaching and Active Methodologies presented by mathematics teachers at the Federal Farroupilha Institute. To this end, the theoretical framework that supports this investigation is anchored in the ideas of Moran (2015, 2018), Bacich, Tanzi Neto and Trevisani (2015), Bacich (2018) and Horn and Stalker (2015), with which the research establishes dialogues presented by the interviewees, with the purpose of supporting reflections on the potential of hybrid teaching and active methodologies as methodological alternatives for the Mathematics teaching-learning process. The main results of this research include evidence that hybrid teaching combined with active methodologies and TDIC can open up multiple possibilities for students to become protagonists of their learning. However, it is necessary to invest in technological and school infrastructure, training teachers to use TDIC, and mainly changing the culture and conceptions of those involved in the process. As it is a professional master's degree, an educational product was developed in the format of a training course to encourage the continuing education processes of teachers. In general, the results of this research indicate the need for continued teacher training in order to rethink educational practices based on active methodologies, enabling students to become protagonists of their learning process.