Online education, notes on the experience in the Licentiate Degree in Mathematics at the Federal University of Campina Grande


  • Rosinângela Cavalcanti da Silva Benedito Universidade Federal de Campina Grande, Cajazeiras, Paraíba
  • Simone Lucena Universidade Federal de Sergipe, São Cristóvão, Sergipe



We live in a time of cyberculture, in the constant presence of digital network, social networks, the constant use of applications and devices of Information and Communication Technology and it is important that education is engaged in this reality. The experience in graduate education has presented researchers with different perspectives and who have been studying online education and its devices and interfaces for a long time. Online education has become, since 2020, a reality at all levels of education, and teachers at universities have also had to adapt their practice so that teaching takes place, respecting the rules of physical distance, due to the situation of pandemic that we experience. Thus, this article aims to present and analyze the results of the use of resources and interfaces in the development of the Mathematics Teaching Practice course in the Elementary School of the Mathematics Degree Course at the Teacher Training Center of the Federal University of Campina Grande (UFCG), Cajazeiras campus, in Paraíba. And in this way, reflect on the influence of learning developed in the Doctorate in Education by the Federal University of Sergipe (UFS) and in the Research Group on Education and Digital Cultures (ECult) in teaching practice. For the development of this work, questionnaires made to students at the beginning and at the end of the academic period were used as an evaluation, identification of the studies carried out in the preparation and of the interfaces used, as well as reports of the activities and presentation of the results of the discipline. When analyzing the use of technologies in the teaching of Mathematics Teaching Practice, what is observed is that it was necessary to adapt the actions provided for in the curriculum component's menu, but it was possible to introduce interfaces never used before in the course and develop activities in an innovative way. and with learning that will remain in the next periods, even in person and that this practice was directly influenced by the guidance and experiences in the doctorate and in the Research Group.


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