Enviar artigo via e-mail Formação continuada de professores: rede social na Internet apoiando uma comunidade de prática
Resumo
Resumo: A formação continuada de professores para o uso pedagógico de tecnologias digitais (TD) é sempre um entrave para a inovação e aprimoramento do processo educativo. Tal formação pode se beneficiar do uso de TD, quando essas permitem, por um lado, alicerçar uma comunidade de prática reflexiva e por outro, propor processos de inovação nos espaços educacionais. Para tanto, é importante que o professor se insira em uma rede de prática na qual se sinta compreendido, orientado e apoiado por profissionais mais experientes. Nesse sentido, foi criada uma proposta de formação continuada para professores iniciantes de Matemática. Essa visou a contribuir para a integração das TD ao contexto docente dos professores participantes da formação. Uma rede social na Internet foi criada para alicerçar e ampliar as interações, e permitir a emergência de uma comunidade de prática. No presente artigo é discutido o uso de redes sociais na Internet e a constituição de comunidades de prática na formação de professores. Descreve-se também, a proposta de formação, os caminhos metodológicos da pesquisa e a análise preliminar da formação. Finalizando, são tecidas algumas considerações sobre a formação destacando que a mesma influenciou as práticas docentes dos professores participantes.
Abstract: Continuing education for teachers on the pedagogic use of digital technologies (DT) is usually a hindrance to innovating and improving education. Such process can benefit from DT, strengthen a reflective community, and propose innovative educational processes. To achieve this, it is important that teachers be inserted in a network of practice in which they find understanding, orientation, and support from more experienced professionals. With this in mind, we present a proposal of continuing education for Math teachers aiming at integrating DT into their curriculum. An Internet social network was created for beginning Math teachers with the objective of integrating DT into their practice in order to strengthen and foster interactions, as well as allowing for the development of a community of practice. This paper discusses Internet social networks and the constitution of communities of practice in teacher education. The proposal for its organization, the methodological foundations for the research, and a preliminary analysis are also discussed. The article closes with considerations on the initiative of starting the network, and its effects on classroom practices of participating teachers.
Abstract: Continuing education for teachers on the pedagogic use of digital technologies (DT) is usually a hindrance to innovating and improving education. Such process can benefit from DT, strengthen a reflective community, and propose innovative educational processes. To achieve this, it is important that teachers be inserted in a network of practice in which they find understanding, orientation, and support from more experienced professionals. With this in mind, we present a proposal of continuing education for Math teachers aiming at integrating DT into their curriculum. An Internet social network was created for beginning Math teachers with the objective of integrating DT into their practice in order to strengthen and foster interactions, as well as allowing for the development of a community of practice. This paper discusses Internet social networks and the constitution of communities of practice in teacher education. The proposal for its organization, the methodological foundations for the research, and a preliminary analysis are also discussed. The article closes with considerations on the initiative of starting the network, and its effects on classroom practices of participating teachers.