Em direção a novos sistemas de documentação para professores de matemática?
DOI:
https://doi.org/10.23925/2358-4122.74524Palavras-chave:
artefatos, material curricular, recursos digitais, documentos, gêneses documentais, instrumentos, invariantes operacionais, crenças dos professores, desenvolvimento profissionalResumo
Neste artigo, estudamos o trabalho de documentação de professores de matemática: a busca por recursos, a seleção/elaboração de tarefas matemáticas, o planejamento de sua sequência, a gestão de artefatos disponíveis etc. Consideramos que esse trabalho de documentação está no cerne da atividade profissional e do desenvolvimento profissional dos professores. Introduzimos uma distinção entre recursos disponíveis e documentos desenvolvidos pelos professores por meio de um processo de gênese documental, numa perspectiva inspirada pela abordagem instrumental. Ao longo de seu trabalho de documentação, os professores desenvolvem sistemas de documentação, e a digitalização de recursos acarreta evoluções desses sistemas. A abordagem que propomos visa capturar essas evoluções e, de forma mais geral, estudar a transformação profissional dos professores.
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