Formação do professor de Matemática na modalidade a distância: o que pensam os alunos sobre sua aprendizagem

Abstract

In the context of rapid expansion of distance education in Brazil, especially in teacher training, this study aimed to investigate who are the students finishing the Mathematics teacher training courses and how they describe their learning. We chose a qualitative approach, using data collection procedures, a questionnaire and a semi-structured interview, applied respectively to 102 and eight individuals. We analyzed the content according to the assumptions of Bardin (1979). We discussed in this study with the following authors: Belloni (1999), Gatti (2009), González Rey (2006), Manrique e André (2006), Pozo (2002) and Preti (2005). The analyzed data have allowed us to check: the centrality of the learner in the learning process, emphasizing discipline, personal effort and organization of time; learning characterized by the search and research, interaction and dialogue as indispensable elements; the changes in attitudes towards Mathematics and its teaching. What stood out most was the degree of student satisfaction in relation to learning, not just the specific content, but also the pedagogical and didactic content.