THE PRACTICE AS A CURRICULAR COMPONENT AND ITS UNFOLDINGS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS BASED ON RESOLUTION CNE/CP 02/2015
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Sergipana de Matemática e Educação Matemática |
Texto Completo: | https://seer.ufs.br/index.php/ReviSe/article/view/15803 |
Resumo: | This article aims to analyze how the practices understood as curricular components (PCC) are distributed in the curricular matrices of the pedagogical projects and being interpreted in the disciplines of the undergraduate courses in Mathematics in the Midwest Region, in view of the Resolution CNE/CP 02/2015. The corpus was composed of 14 pedagogical projects, obtained by the members of the Working Group (GT7) of the Brazilian Society of Mathematics Education (Sbem) during the mapping that was carried out in a nationwide research and that were updated according to the national curricular guidelines in the period from 2016 to 2019. The data analyses were performed from the quantitative data of the PCC workload distribution and qualitatively after using the text mining technique with the aid of the IRaMuTeQ software. The results indicate an effort of the undergraduate courses in proposing PCC beyond the practical teaching activities performed in mathematics classes, also addressing aspects of historical and cultural studies and the use of educational software. Therefore, we can affirm that the courses understand the PCC as a whole, as formative activities that provide experiences of knowledge application and development in procedures proper to the exercise of teaching. |
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THE PRACTICE AS A CURRICULAR COMPONENT AND ITS UNFOLDINGS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS BASED ON RESOLUTION CNE/CP 02/2015A PRÁTICA COMO COMPONENTE CURRICULAR E SEUS DESDOBRAMENTOS NA FORMAÇÃO INICIAL DE PROFESSORES DE MATEMÁTICA A PARTIR DA RESOLUÇÃO CNE/CP 02/2015This article aims to analyze how the practices understood as curricular components (PCC) are distributed in the curricular matrices of the pedagogical projects and being interpreted in the disciplines of the undergraduate courses in Mathematics in the Midwest Region, in view of the Resolution CNE/CP 02/2015. The corpus was composed of 14 pedagogical projects, obtained by the members of the Working Group (GT7) of the Brazilian Society of Mathematics Education (Sbem) during the mapping that was carried out in a nationwide research and that were updated according to the national curricular guidelines in the period from 2016 to 2019. The data analyses were performed from the quantitative data of the PCC workload distribution and qualitatively after using the text mining technique with the aid of the IRaMuTeQ software. The results indicate an effort of the undergraduate courses in proposing PCC beyond the practical teaching activities performed in mathematics classes, also addressing aspects of historical and cultural studies and the use of educational software. Therefore, we can affirm that the courses understand the PCC as a whole, as formative activities that provide experiences of knowledge application and development in procedures proper to the exercise of teaching.Este artigo tem como objetivo analisar como as práticas entendidas como componentes curriculares (PCC) estão distribuídas nas matrizes curriculares dos projetos pedagógicos e sendo interpretadas nas disciplinas dos cursos de Licenciatura em Matemática na Região Centro-Oeste, tendo em vista a Resolução CNE/CP 02/2015. O corpus foi composto por 14 projetos pedagógicos, obtidos pelos integrantes do Grupo de Trabalho (GT7) da Sociedade Brasileira de Educação Matemática (Sbem) durante o mapeamento que foi realizado em uma pesquisa de âmbito nacional e que foram atualizadas conforme as diretrizes curriculares nacionais no período de 2016 a 2019. As análises dos dados foram realizadas a partir dos dados quantitativos da distribuição da carga horária da PCC e qualitativamente após a utilização da técnica de mineração de texto com o auxílio do software IRaMuTeQ. Os resultados indicam um esforço dos cursos de Licenciatura em propor a PCC para além das atividades práticas de ensino realizadas nas aulas de Matemática, abordando também aspectos dos estudos históricos e culturais e o uso de softwares educacionais. Portanto, podemos afirmar que os cursos compreendem a PCC em seu conjunto, como atividades formativas que proporcionam experiências de aplicação de conhecimentos e de desenvolvimento nos procedimentos próprios ao exercício da docência.Universidade Federal de Sergipe2021-11-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufs.br/index.php/ReviSe/article/view/1580310.34179/revisem.v6i3.15803Revista Sergipana de Matemática e Educação Matemática; v. 6 n. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 41-60Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 41-60Revista Sergipana de Matemática e Educação Matemática; Vol. 6 Núm. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 41-60Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 41-602525-5444reponame:Revista Sergipana de Matemática e Educação Matemáticainstname:Universidade Federal de Sergipe (UFS)instacron:UFSporhttps://seer.ufs.br/index.php/ReviSe/article/view/15803/12314Copyright (c) 2021 Patrícia Sandalo Pereira, Edinalva da Cruz Teixeira Sakai, Edvanilson Santos de Oliveira, Rogers Barros de Paulahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSandalo Pereira, PatríciaEdinalva da Cruz Teixeira SakaiEdvanilson Santos de OliveiraRogers Barros de Paula2021-11-19T14:57:34Zoai:ojs.seer.ufs.br:article/15803Revistahttps://seer.ufs.br/index.php/ReviSe/oai2525-54442525-5444opendoar:2021-11-19T14:57:34Revista Sergipana de Matemática e Educação Matemática - Universidade Federal de Sergipe (UFS)false |
dc.title.none.fl_str_mv |
THE PRACTICE AS A CURRICULAR COMPONENT AND ITS UNFOLDINGS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS BASED ON RESOLUTION CNE/CP 02/2015 A PRÁTICA COMO COMPONENTE CURRICULAR E SEUS DESDOBRAMENTOS NA FORMAÇÃO INICIAL DE PROFESSORES DE MATEMÁTICA A PARTIR DA RESOLUÇÃO CNE/CP 02/2015 |
title |
THE PRACTICE AS A CURRICULAR COMPONENT AND ITS UNFOLDINGS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS BASED ON RESOLUTION CNE/CP 02/2015 |
spellingShingle |
THE PRACTICE AS A CURRICULAR COMPONENT AND ITS UNFOLDINGS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS BASED ON RESOLUTION CNE/CP 02/2015 Sandalo Pereira, Patrícia |
title_short |
THE PRACTICE AS A CURRICULAR COMPONENT AND ITS UNFOLDINGS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS BASED ON RESOLUTION CNE/CP 02/2015 |
title_full |
THE PRACTICE AS A CURRICULAR COMPONENT AND ITS UNFOLDINGS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS BASED ON RESOLUTION CNE/CP 02/2015 |
title_fullStr |
THE PRACTICE AS A CURRICULAR COMPONENT AND ITS UNFOLDINGS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS BASED ON RESOLUTION CNE/CP 02/2015 |
title_full_unstemmed |
THE PRACTICE AS A CURRICULAR COMPONENT AND ITS UNFOLDINGS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS BASED ON RESOLUTION CNE/CP 02/2015 |
title_sort |
THE PRACTICE AS A CURRICULAR COMPONENT AND ITS UNFOLDINGS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS BASED ON RESOLUTION CNE/CP 02/2015 |
author |
Sandalo Pereira, Patrícia |
author_facet |
Sandalo Pereira, Patrícia Edinalva da Cruz Teixeira Sakai Edvanilson Santos de Oliveira Rogers Barros de Paula |
author_role |
author |
author2 |
Edinalva da Cruz Teixeira Sakai Edvanilson Santos de Oliveira Rogers Barros de Paula |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Sandalo Pereira, Patrícia Edinalva da Cruz Teixeira Sakai Edvanilson Santos de Oliveira Rogers Barros de Paula |
description |
This article aims to analyze how the practices understood as curricular components (PCC) are distributed in the curricular matrices of the pedagogical projects and being interpreted in the disciplines of the undergraduate courses in Mathematics in the Midwest Region, in view of the Resolution CNE/CP 02/2015. The corpus was composed of 14 pedagogical projects, obtained by the members of the Working Group (GT7) of the Brazilian Society of Mathematics Education (Sbem) during the mapping that was carried out in a nationwide research and that were updated according to the national curricular guidelines in the period from 2016 to 2019. The data analyses were performed from the quantitative data of the PCC workload distribution and qualitatively after using the text mining technique with the aid of the IRaMuTeQ software. The results indicate an effort of the undergraduate courses in proposing PCC beyond the practical teaching activities performed in mathematics classes, also addressing aspects of historical and cultural studies and the use of educational software. Therefore, we can affirm that the courses understand the PCC as a whole, as formative activities that provide experiences of knowledge application and development in procedures proper to the exercise of teaching. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-11-19 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufs.br/index.php/ReviSe/article/view/15803 10.34179/revisem.v6i3.15803 |
url |
https://seer.ufs.br/index.php/ReviSe/article/view/15803 |
identifier_str_mv |
10.34179/revisem.v6i3.15803 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufs.br/index.php/ReviSe/article/view/15803/12314 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Sergipe |
publisher.none.fl_str_mv |
Universidade Federal de Sergipe |
dc.source.none.fl_str_mv |
Revista Sergipana de Matemática e Educação Matemática; v. 6 n. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 41-60 Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 41-60 Revista Sergipana de Matemática e Educação Matemática; Vol. 6 Núm. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 41-60 Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 41-60 2525-5444 reponame:Revista Sergipana de Matemática e Educação Matemática instname:Universidade Federal de Sergipe (UFS) instacron:UFS |
instname_str |
Universidade Federal de Sergipe (UFS) |
instacron_str |
UFS |
institution |
UFS |
reponame_str |
Revista Sergipana de Matemática e Educação Matemática |
collection |
Revista Sergipana de Matemática e Educação Matemática |
repository.name.fl_str_mv |
Revista Sergipana de Matemática e Educação Matemática - Universidade Federal de Sergipe (UFS) |
repository.mail.fl_str_mv |
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