Abstract:

This article presents the initial phases of the development of a project remotely, in the STEM context, with the use of GeoGebra and with the participation of six teachers from a public school in São Paulo, Brazil. Initially conceived for the face-to-face context, the project, approved in the instances of the university where the authors work and lasting eighteen months, held five meetings with teachers through the Microsoft Teams platform, available at their school. For a more agile communication between participants, WhatsApp is used with suggestions for texts and materials for the creation of resources in the line indicated by Documental Genesis. Two collaborative groups were formed and, in addition to the meetings with the researchers, the teachers met weekly, also by Teams, using hours of Complementary Pedagogical Activities (ATPC). Teachers are in a phase of internalization of the project, understanding the meaning of collaborative work, how interactions will occur, what topics will work and how they will work. Immersed in his teaching functions and the series he works in, the teacher has difficulties in delving into the knowledge that many theories, such as technological pedagogical content knowledge (TPCK), indicate as fundamental. The TPCK or TPACK (Mishra; Koehler, 2006) is a theory that involves three necessary meanings for a teacher in his practice: pedagogical, content, and technological. The observation of these aspects in a continuous formation can allow the identification of obstacles in the construction of documents by a teacher, as indicated by Documental Genesis (Trouche; Gueudet, 2015). Documental genesis is a continuous process and occurs when resources move to document status in the face-to-face use schemes and experience of the teacher, which involves previous knowledge from the mathematical and didactic point of view. Thus, considering the previous knowledge of teachers can determine the choice of didactic strategies in the development of the teachers' documental work, related to the choice and preparation of resources, according to Trouche and Gueudet (2015).

Keywords:

Documental Genesis, STEM, GeoGebra, Continuing Education, Remote Work.