Marcas cunhadas no futuro docente de Matemática pela formação inicial

Abstract

The initial teacher education process leaves deep marks on the future teachers. Numerous factors influence the existence of these marks, such as the educational use of Digital Information and Communication Technologies (DITC) in Mathematics Undergraduate Courses. Thus, this article seeks to identify the marks that the use of DTIC in initial education leaves on Mathematics teachers. To this end, a documentary analysis of the Pedagogical Projects of the Courses, semi-structured interviews with teacher trainers and an online questionnaire with the graduates were carried out. The research was carried out in Mathematics Undergraduate Courses at the Pantanal campus of the Federal University of Mato Grosso do Sul (UFMS), at the Nova Andradina University Unit of the State University of Mato Grosso do Sul (UEMS) and at the Federal University of Grande Dourados (UFGD). Thus, we understand that marks are left when integrating DICT, since the Technological Pedagogical and Content Knowledge (TPACK) is built by the undergraduates, the curriculum is transformed, building a web curriculum and forming digitally enculturated teachers.