ATIVIDADE ORIENTADORA DE ENSINO NA FORMAÇÃO CONTÍNUA DE PROFESSORES QUE ENSINAM MATEMÁTICA: análise de pesquisas desenvolvidas

• Autor(a) principal: JAQUELINE GONÇALVES DE SOUZA
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMS
• Texto Completo: https://repositorio.ufms.br/handle/123456789/8421
• topic: Teoria da Atividade; Atividade Orientadora de Ensino; Formação Contínua; Educação Básica.

The Guided Teaching Activity (AOE) is pointed out in the literature as a fundamental proposal for the materialization of pedagogical activity and has contributed to studies and reflections on the processes of organization of teaching and learning activities, both in student training and in teacher training. By taking such statements as a presupposition, we seek in this research to unveil which implications of AOE in the continuous training of teachers who teach Mathematics in basic education are pointed out in the Brazilian researches (dissertations and theses) already developed. To this end, we opted for a bibliographic research based on the assumptions of the Activity Theory and the Guiding Teaching Activity, both supported by the Historical-cultural Theory. In its context, we analyzed the results of 27 researches, 21 dissertations and 6 theses captured in the databases of the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) and in the database of the Brazilian Digital Library of Theses and Dissertations (BDTD), with the purpose of verifying what these studies point in this sense. The methodological resources based on the precepts of the method structured by Vygotsky bring in their essence the concept of unity as the basis for the selection, organization and analysis of data. As a unit of analysis, we consider the modes of organization of the training processes revealed in the selected dissertations and theses. As actions that potentiate changes, the researches pointed out challenges, difficulties and overcoming the limitations revealed in the training movements structured by the AOE. Furthermore, that the appropriation of the concept and its conceptual links provided by the teaching actions based on the AOE were configured beyond being an initial action, since such movement made it possible to guide the following actions. Planning was pointed out as a driver of the appropriation of the concept in its logical and historical movement, for the constitution of the historical synthesis of the concept