Formação De Professores De Matemática Para A Sociedade Digital

Palavras-chave

Formação docente; Resolução de Problemas; Sociedade Digital

Autores

• Elexandre Bezerra

Abstract

Mathematics teacher training for the digital society requires a break with traditional teaching models, still characterized by the mechanical transmission of content. The authors advocate that contemporary teachers adopt an investigative conception of mathematics, understanding it as a dynamic and collectively constructed science. Based on this perspective, they propose replacing passive pedagogical practices with approaches aligned with constructivism and Problem-Solving (PR) methodology, fostering students' intellectual autonomy and creativity. This qualitative and bibliographical work draws on authors such as Schön, Nóvoa, Tardif, Polya, Onuchic, and Allevato, and presents a proposed activity based on contextualized problem-solving situations for high school students. The authors argue that training experiences that integrate theory, practice, and research contribute to the development of more critical, reflective teachers who are prepared to work in digital and collaborative environments. It is concluded that PR is configured as a strategy to align teacher training with contemporary demands, promoting a more relevant educational practice.