Concepções de tecnologia dos cursos presenciais de Licenciatura em Matemática de Goiânia-GO

Abstract

This study aims to understand the conceptions of technology present in the Pedagogical Course Projects (PPC) of on-site Mathematics degree programs offered by higher education institutions in the city of Goiânia, Brazil. Grounded in a dialectical perspective, the research adopts a qualitative and exploratory approach, using literature review and documentary analysis as methodological procedures. The PPCs of three institutions (Federal University of Goiás, Federal Institute of Goiás, and Pontifical Catholic University of Goiás) were analyzed, identifying courses that mention technologies, or similar terms, in their syllabi. The analysis revealed three main categories: (1) courses with a technical focus, aimed at programming or software use; (2) courses that use technological resources as pedagogical support tools; and (3) courses that, albeit to a limited extent, enable critical reflections on the relationship between technology and teaching. The findings show a predominance of technocentric conceptions — both instrumental and deterministic — with little problematization of the social, economic, and cultural inequalities that influence access to and use of technologies. It is concluded that the mere presence of technological content in the PPCs does not guarantee a critical and emancipatory teacher education, requiring the integration of technical mastery, pedagogical reflection, and critical analysis of the conditions for using technologies in school practice.