Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-30T12:32:49Z No. of bitstreams: 1 2015 - Wanuza Nogueira Guimar?es.pdf: 2523317 bytes, checksum: ade049b2922c1ceb624720d0b3bb7e85 (MD5) / Made available in DSpace on 2017-05-30T12:32:49Z (GMT). No. of bitstreams: 1 2015 - Wanuza Nogueira Guimar?es.pdf: 2523317 bytes, checksum: ade049b2922c1ceb624720d0b3bb7e85 (MD5) Previous issue date: 2015-02-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research presents a study focused on technology integration in the continuing education of mathematic teachers. It specifically identifies and analyzes possible contributions of a continuing education project in the professional development of teachers involved in the "Design Educational Curriculum Materials Online for Mathematics in Basic Education", from Capes in the Education Observatory Centre. Through participant observation and the use of half-open questionnaires, audio, video recordings of those involved and field diaries, this study tried to answer the questions: "How do Mathematics teachers notice the technological integration in continuing education? What is the thematic interest (content etc.) of educators? What do they consider that interferes with the use of technology in their classes? "The teachers realize the continuing education as essential and necessary for teaching and their learning. Their reflections suggest that technological integration in teachers? training will also constitute significant in school area. Educators showed thematic interest in geometry and the history of mathematics, among other demands associated with the use of softwares. All teachers demonstrated that the insufficient number of computers for students to use interferes with the use of this technology in class. The results also indicated that educational computing insertion in continuing education is required in order to promote the upgrade and by activities related to its practice, as they were implemented in PMCEO. However, the school administration supports as well as the adequate infrastructure for the implementation of training activities are essential for more effective implementations / Esta pesquisa apresenta um estudo focado na inser??o tecnol?gica na forma??o continuada de docentes de Matem?tica. Especificamente, identifica e analisa poss?veis contribui??es de um projeto de forma??o continuada no desenvolvimento profissional de docentes envolvidos no ?Projeto Materiais Curriculares Educativos On-line para a Matem?tica na Educa??o B?sica?, do Observat?rio da Educa??o, da Capes. Mediante observa??o participante e com o uso de question?rios semiabertos, grava??es em ?udio e v?deo dos envolvidos e di?rios de campo procurou-se responder ?s quest?es: ?Como docentes de Matem?tica percebem a inser??o tecnol?gica na forma??o continuada? Qual o interesse tem?tico (de conte?dos etc.) dos educadores? O que eles consideram que interfere na utiliza??o da tecnologia em suas aulas?? Os docentes percebem a forma??o continuada como essencial e necess?ria para o ensino e o seu aprendizado. Suas reflex?es sucitam que a inser??o tecnol?gica na forma??o tamb?m se configure como significativa no ?mbito escolar. Os educadores mostraram interesse tem?tico pela Geometria e pela Hist?ria da Matem?tica, dentre outras demandas associadas ao uso de softwares. Todos os docentes sinalizaram que o n?mero insuficiente de computadores para uso dos alunos interfere na utiliza??o dessa tecnologia, em classe. Os resultados tamb?m indicaram que a inser??o inform?tica educativa na forma??o continuada ? necess?ria de modo a promover a atualiza??o e mediante atividades relacionas ? sua pr?tica, como foram as implementadas no PMCEO. Todavia, o apoio da dire??o da escola, bem como a infraestrutura adequada para a realiza??o das atividades de forma??o tornam-se imprescind?veis para uma maior efetividade das implementa??es