Inventive Teacher Training with Games Digital: An Analytical Theoretical Incursion

Abstract

The research aims to understand the concept of inventive learning from discussions in dissertations and theses that have as their theme digital games in the initial training of mathematics teachers. The data were selected from the theses and dissertations bank of the Coordination for the Improvement of Higher Education Personnel (CAPES), through the use of a qualitative methodology, of a bibliographic nature, and for the analysis, the method of Analysis was adopted. discursive textual. As a result, the emerging terms stand out: problematization, signs, agency and desire. We also sought to understand some terms related to the inventive training of mathematics teachers. Thus, it is concluded that in the researched material it is possible to observe elements favorable to inventive learning, and even if the predominant model is banking education, what is aimed is learning developed through contact with these fluid materials, so that the student can constitute their own mathematical knowledge.