Potencialidades digitais para uma abordagem dos poliedros de Platão: proposta de formação docente sob o contexto tecnológico

Abstract

Recognizing pedagogical practices as significant actions capable of highlighting the importance of using technological resources, moving from the social context to the classroom, we present, in the context of this research, the current master's dissertation titled "Digital Potentials for an Approach to Platonic Polyhedra: Proposal for Teacher Training in the Technological Context," with a focus on Digital Mathematical Performance. This approach is a practical and objective dynamic aimed at teaching Geometry, specifically emphasizing Platonic Polyhedra. Through this immersion, the research's main objective is to investigate the possible pedagogical contributions perceived in a proposal for continuing education for Mathematics teachers. We seek to understand the results that can be made possible by this dynamic so that these individuals can reshape the teaching of Platonic Polyhedra through digital technological approaches. According to one of the research participants, this action aims to encourage teachers to disseminate innovative practices, providing an enriching experience for both them and their students. As a guiding question, we investigate "What possible potentials can be developed by Mathematics teachers regarding the integration of digital technologies for educational purposes?" In this scenario, we aim to promote the pedagogical development of the participants to explore the potentials of teaching Platonic Polyhedra and other mathematical objects. Based on the observations obtained during the research, we have organized various experiences related to the contributions of digital technologies in an educational product called "Platonic Polyhedra Mediated by Digital Performance: Teacher Training in the Technological Era." This product is compiled in the format of a digital guide, designed to be used as a didactic resource in the classroom and as instructional material in the training of Mathematics teachers. As a result, this study highlights the urgent need to reassess and reformulate initial training courses and accelerated continuing education programs to meet the demands of the new approach in building knowledge within the scope of teacher professionalization. This justifies the fact that the effective use of technologies in pedagogical practice requires training/experience time and continuous technical support, crucial factors to prevent the discussed proposal from remaining only in the realm of ideas without taking shape as effective classroom practice.