ABORDAGEM BLENDED NA FORMAÇÃO DOCENTE EM MATEMÁTICA: EVIDÊNCIAS DA LITERATURA
DOI:
https://doi.org/10.34024/olhares.2026.v14.21478Palavras-chave:
Processo formativo, Tecnologias, Educação MatemáticaResumo
Blended learning foi considerado uma das cinco tendências de pesquisa em tecnologias digitais na Educação Matemática. Este estudo apresenta uma revisão sistemática de literatura com 23 artigos selecionados nas bases Scielo, Scopus, Web of Science, ERIC e Latindex. Objetiva-se descrever e discutir o modo como pesquisas têm investigado processos formativos com abordagem blended para professores que ensinam matemática, mediante análise da estrutura teórica e metodológica, do contexto de pesquisa e dos resultados apresentados. Discutem-se três questões: quais estruturas teóricas e metodológicas são evidenciadas em processos formativos com abordagem blended direcionados ao ensino de matemática? Como os estudos analisam e avaliam o desenvolvimento profissional docente durante e/ou após processos formativos com abordagem blended? De que forma os processos formativos com abordagem blended podem contribuir para a formação dos professores que ensinam matemática? Os resultados indicam que processos formativos combinam encontros presenciais com tarefas assíncronas em ambientes virtuais de aprendizagem. Do ponto de vista teórico, a abordagem blended é majoritariamente utilizada na organização desses processos. Do viés analítico, o desenvolvimento profissional docente recorre a referenciais da formação de professores e da Educação Matemática. Metodologicamente, predominam estudos qualitativos, que avaliam o desenvolvimento profissional docente por meio de questionários, tarefas on-line e fóruns, com menor recorrência de observações de aula. Os avanços identificados centram-se em personalização, flexibilização, autonomia, desenvolvimento tecnológico, ampliação de contatos e mudanças nas perspectivas para o ensino de matemática com tecnologias digitais. Estudos futuros podem focar lacunas relacionadas ao acompanhamento de impactos na prática docente a médio e longo prazo.
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Copyright (c) 2026 Bárbara Silva Gumiero, Vinícius Pazuch (Autor)
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