A Sequência Fedathi como proposta de ensino para a Licenciatura em Matemática do Programa Universidade Aberta do Brasil da Universidade Federal do Ceará

Abstract

This dissertation is in the Education field, more specifically in the Distance Learning and Mathematics Education field, and had as its main goal to present the Fedathi Sequence as a teaching proposal for the Degree in Mathematics Undergraduate Course of the Open University of Brazil and the Federal University of Ceará (UAB/UFC). This is qualitative research and is characterized as a study case, in which the object of investigation is the aforementioned course. Initially, we aimed to identify the formative and methodological aspects of the course investigated. Then, we describe the formative and methodological aspects of the distance education of the Multimedia Research Laboratory, which is based on the Fedathi Sequence. Later, we developed some guidelines based on the Fedathi Sequence that may contribute to the training of Mathematics teachers from UAB/UFC. We used the following techniques for data collection: documentary research, semistructured interview, bibliographic research, and participant observation. In the documentary research, we analyzed the curriculum documents of the course, the Pedagogical Project of the Course (PPC), and the class programs as well as laws that cover the rules and structure of Distance Learning (EaD), especially in the UAB context. In the interview, we talked to a teacher that has a vast experience in the course investigated. In the bibliographic research, we executed a narrative review of studies in research published before about the Fedathi Sequence in the context of this study. And, based on participant observation, we report on the distance education of the Multimedia Research Laboratory. Finally, we present some guidelines for the Degree in Mathematics undergraduate Course of the UAB/UFC. The results showed the need to reformulate the curriculum documents of the course, contemplating the current documents that rule Brazilian Education and other aspects evidenced in this research, such as the inclusion of teaching methods and tools to aid teaching practice. In this way, we conclude that the Fedathi Sequence can contribute both in the practice of teachers and tutors, as well as in the theoretical and practical formation of students of the Degree in Mathematics.This dissertation is in the Education field, more specifically in the Distance Learning and Mathematics Education field, and had as its main goal to present the Fedathi Sequence as a teaching proposal for the Degree in Mathematics Undergraduate Course of the Open University of Brazil and the Federal University of Ceará (UAB/UFC). This is qualitative research and is characterized as a study case, in which the object of investigation is the aforementioned course. Initially, we aimed to identify the formative and methodological aspects of the course investigated. Then, we describe the formative and methodological aspects of the distance education of the Multimedia Research Laboratory, which is based on the Fedathi Sequence. Later, we developed some guidelines based on the Fedathi Sequence that may contribute to the training of Mathematics teachers from UAB/UFC. We used the following techniques for data collection: documentary research, semistructured interview, bibliographic research, and participant observation. In the documentary research, we analyzed the curriculum documents of the course, the Pedagogical Project of the Course (PPC), and the class programs as well as laws that cover the rules and structure of Distance Learning (EaD), especially in the UAB context. In the interview, we talked to a teacher that has a vast experience in the course investigated. In the bibliographic research, we executed a narrative review of studies in research published before about the Fedathi Sequence in the context of this study. And, based on participant observation, we report on the distance education of the Multimedia Research Laboratory. Finally, we present some guidelines for the Degree in Mathematics undergraduate Course of the UAB/UFC. The results showed the need to reformulate the curriculum documents of the course, contemplating the current documents that rule Brazilian Education and other aspects evidenced in this research, such as the inclusion of teaching methods and tools to aid teaching practice. In this way, we conclude that the Fedathi Sequence can contribute both in the practice of teachers and tutors, as well as in the theoretical and practical formation of students of the Degree in Mathematics.