O contrato didático na utilização de objetos digitais de aprendizagem voltados para percepção espacial: uma formação continuada para professoras da Educação Infantil num ambiente virtual

Abstract

This study investigated the Didactic Contract established in a virtual environment of continuing education for kindergarten teachers, focused on the use of Digital Learning Objects (LDO) related to spatial perception. We start from the notion of Didactic Contract, proposed by Brousseau, within the scope of Didactic Situations Theory, investigating it in a teaching context different from those commonly explored when researching this didactic phenomenon. Thus, the Thesis work aimed to recognize, as a general objective, the elements that build the Didactic Contract in the continuing education of kindergarten teachers, in a virtual environment, with the use of Digital Learning Objects (LDO) aimed at spatial mathematical perception. This objective unfolded in the following specifics: 1) to verify the teachers' perceptions about the use of ICTs in kindergarten and Digital Learning Objects aimed at spatial mathematical perception; 2) carry out a virtual continuing education course for teachers of Early Childhood Education, focused on the use of ICTs and LDO aimed at spatial perception, and 3) identify contractual relationships (expectations, ruptures, negotiations and renegotiations), in the light of the Didactic Contract, in the meetings of the virtual continuing education course. As a methodology for the construction and collection of data, semi-structured interviews were carried out, in addition to the notes of interactive situations during the proposed continuing education course, contemplating Digital Learning Objects, developed by LOM (Learning Objects for Mathematics - repository created by UFRN), which address spatial perception in early childhood education. Both the interview and the course were carried out in a virtual way, with five kindergarten teachers from a municipality in the countryside of Pernambuco. Data analysis, that is, discursive interactions, were based on Discursive Textual Analysis. The results showed that the contractual relationship established between the actors involved presented particularities of a didactic relationship little experienced by the teachers: the virtual context and even the domain of digital learning objects, especially for use in early childhood education, a space where there is a discussion about learning from experiences with physical/concrete objects. On the other hand, the study also revealed that there are contractual elements observed in ordinary contexts, which were also identified in the virtual environment, including the interference of the realization or not, by those involved, of agreements also provided for in the pedagogical contract.