As concepções de inovação e tecnologia nas pesquisas no campo da educação matemática.

Abstract

This dissertation analyzes the conceptions of innovation and technology present in academic research within the field of Mathematics Education, aiming to understand how these concepts are defined, applied, and articulated in scientific production. The methodological approach adopted was the State of Knowledge, based on the selection and analysis of sixteen theses and dissertations retrieved from the Brazilian Digital Library of Theses and Dissertations (BDTD) and the CAPES Theses and Dissertations Catalog. The study is grounded in authors such as Saviani, Ferretti, Nogaro, Battestin, and Peixoto, who discuss educational innovation and its relationship with technology from different perspectives instrumental, deterministic, and sociotechnical. The analysis revealed that most conceptions of innovation are linked to changes in teaching methods, instructional materials, and the use of digital technologies, with less attention given to aspects such as educational assessment and teacher-student relationships. It was also observed that, in several works, a technocentric view persists, associating innovation almost exclusively with the insertion of technological resources, without critically examining their pedagogical foundations and social implications. The study concludes that, although there have been advances in the critical understanding of innovation, it is still necessary to broaden the debate to include more integrative and emancipatory dimensions of educational practice.