Resumo

RIBEIRO, Alexandra Ferreira Martins  e  VIEIRA, Alboni Marisa Dudeque Pianovski. Relationship between continuing education and technological resources in the perception of higher education teachers. Acta Scientiarum. Education [online]. 2018, vol.40, n.1, pp.1-2.  Epub 01-Fev-2018. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v40i1.37198.

ABSTRACT. The look of this study turned to the autobiographies of professors of the Mathematics Courses of private higher education institutions in Curitiba. The main objective of the research was to investigate teachers’ perceptions about the relationship between continuing education and technological resources and to develop the following specific objectives: to analyze teacher’s perceptions about the use of technological resources in continuing education and to examine how teachers understand the use of such technologies in the relationship between teacher and student in the teaching-learning process. The methodology used was a bibliographical and field research, relying on the theoretical framework studies of Brito and Purificação (2011), Rasco and Recio (2013), Gimeno Sacristán (2013), Tardif (2014) and Kenski (2015). As far as field research is concerned, the theoretical-methodological procedures of the Oral History were used to perform the seven interviews with the teachers who worked in the Mathematics Courses in Curitiba. It was possible to perceive that the teachers perceive the possibilities and the challenges both in the use of the technological resources in the continuing education, and in the relationship between teacher and student. Among the possibilities, the continued formation in flexible times and spaces; among the challenges, to monitor the speed of innovations and their applicationa in the classroom.

Palavras-chave : teacher perception; degree in mathematics; autobiographies.

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