Representações sociais e práticas pedagógicas: repercussão das tecnologias digitais de informação e comunicação na educação matemática nos anos finais do ensino fundamental em rio verde/GO

Abstract

Digital Information and Communication Technologies (DICT) are almost ubiquitous in contemporary life, influencing various aspects, especially in education. However, the integration of these technologies into pedagogical practices still faces significant challenges across various aspects and causes. The research problem that guides this study is: what are the social representations of Mathematics teachers in the final years of Elementary Education, in the municipality of Rio Verde/GO, and how do these representations affect their pedagogical practices? The general objective is to understand the social representations of Mathematics teachers regarding the use of Digital Information and Communication Technologies and their repercussions on these professionals' pedagogical practices. The specific objectives include: identifying the social representations of Mathematics teachers in relation to the use of Digital Information and Communication Technologies (DICT), through the free word association technique (FWAT); analyzing the repercussions of DICT representations on these teachers' pedagogical practices; and evaluating whether these practices transcend the mere uncritical reproduction of social values and conceptions. The research is based on the assumption that the integration of DICT into the pedagogical practices of Mathematics teachers in the municipality of Rio Verde/GO has the potential to transform mathematics education by promoting a more critical, reflective, and contextualized approach. However, this transformation is deeply influenced by structural and formative challenges, such as the adequacy of technological infrastructure and the need for continuous and specialized teacher training. For the benefits of DICT to be fully realized, strategic investment and a critical approach are essential, going beyond mere technological implementation to encompass the revision of educational policies and the promotion of a school culture that values innovation and digital inclusion. The qualitative methodology, with a participatory research design, includes data production through questionnaires and focus groups, supported by content analysis. The results indicate that, despite recognizing the transformative potential of DICT, teachers still face significant structural and formative challenges. These challenges include lack of internet access, inadequate school infrastructure, such as poor electrical installations and insufficient transportation, as well as limitations in continuous teacher training.