A sala de aula online colaborativa na perspectiva da Teoria da Objetivação: uma experiência de formação continuada

Abstract

The COVID-19 pandemic revealed aspects of in-person teaching full of didactic flaws, which became more striking in the remote classroom. Concerned by this problem, we propose to answer the following question: How is mathematics teaching in a collaborative online classroom from the perspective of Objectification Theory? Faced with this question, we understand that the understanding, construction and experimentation of an online space for interaction between teacher and students, which we call Collaborative Online Classroom, from the perspective of Objectivation Theory, based on joint work within of a community ethic, enhances the development of reflective-active teachers and students in updating mathematical knowledge. The objective of this research is to conceptualize the collaborative online classroom from the perspective of the Theory of Objectification, highlighting the principles of community ethics, being, knowing, knowing and becoming, within the scope of the processes of objectification and subjectivation, presenting its main characteristics and potential for teaching mathematics. Methodologically, the research is qualitative in nature, with an exploratory approach, in which the process and its meaning are the main focuses of this approach, leading the researcher to maintain direct contact with the environment and the object of study in question, from a online teacher training. In procedural and data collection terms, the research included the following steps: (I) bibliographical research, as we sought to understand the assumptions of the Theory of Objectification and the characteristics of a collaborative online classroom and (II ) exploratory research, through investigation, triangulation and analysis of teachers' speeches in the discussion forums of the TelEduc multimedia platform and electronic forms and by observing synchronous meetings, as products of the last 3 editions, from 2021 to 2023 of the Mathematics Extension Project from Zero. Data analysis was qualitative, using Discursive Textual Analysis (ATD) and with the support of the CHIC software (Classification Hiérarchique Implicative et Cohésitive, - Hierarchical, Implicative and Cohesive Classification). It is based on the principles of Objectification Theory, which involve: community ethics, joint work and collaborative learning. The results indicate that such reflections help researchers realize the importance of adapting these principles to digital educational technologies, providing, even remotely, shoulder-to-shoulder engagement between students and teacher. We understand that, by taking an investigative look at the influence of this new mathematics classroom environment, as well as on the 20 subjects involved in this research, including course teachers and trainers, we raised reflections that strengthened the relationships between Teacher Training and Mathematics Education. We conclude that the development of the processes of understanding, construction and experimentation of this online teaching-learning environment that we call a collaborative online classroom, from the perspective of Objectivation Theory, enhanced the updating of mathematics knowledge, to the extent that which highlighted the principles of commitment, responsibility and care for others in the midst of remote joint work. We hope that this online classroom model will contribute to the development of collaborative learning, supported by the Theory of Objectification.