Resumo:
This research aimed to analyze the teaching learnings evidenced by current and future
teachers who teach or will teach Mathematics in basic education when participating in a
training initiative on the use of digital pedagogical resources from an inclusive and situated
perspective. Data production was conducted through a pre-course questionnaire, forum
discussions, recorded and transcribed dialogues, participants' outputs, and their written
narratives, as well as the researcher's field diary. The research, with a qualitative approach,
uses narrative analysis as a method to understand the learning that emerged in this formative
context. The concept of Situated Learning, advocated by Jean Lave and Etienne Wenger, is
adopted as the analytical lens. Thus, the four components of the Social Theory of Learning
were used as analytical axes: (I) learning as participation, (II) learning as doing, (III)
learning as belonging, and (IV) learning as transformation. The results show that the main
teaching learnings of the teachers and future teachers, related to the use of digital
pedagogical resources from an inclusive perspective, were learning as doing and learning as
belonging, evidenced in their proposals including digital resources and in the progress made
in their engagement with the proposed inclusive perspective, respectively. One of the
research's weaknesses is the limited depth of learning specifically focused on Mathematics,
which may have been influenced by the short time dedicated to exploring the mathematical
aspects of digital resources and the large presence of pedagogues, whose concerns were
diverse.
