A fabulosa viagem do professor Hermenegildo rumo à educação matemática: relatos de experiências profissionais. -

• Autor(a) principal: Silva, Douglas Gonçalves da [UNESP]
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/123910; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/02-06-2015/000832088.pdf
• topic: Mathematics - Study and teaching; Matemática - Estudo e ensino; Matemática - História; Professores - Formação; Historiografia; Professores de matematica

The mathematics teacher Hermenegildo (H) talked about his career take in account that: a strong influence of the Theory Pedagogy Historical-critical (PHC); experience in the classroom as a teacher; the Pedagogical Coordination and position of the Education Council's head (CME); disappointment on the confront between the Theory and educational practice; a new view on theories and ideas that affected his conduct as a teacher; nowadays conceive the PHC on the metaphor of the Ivory Tower; to knew the Mathematics Education. H was enthusiastic to work as a teacher at the school, he believed that only Education would be able to turn this unjust to just society, based on the premise that knowledge implies emancipation of the human being. Considering the political system adopted by Brazilian society, the administrative nature of the educational system is incompatible with the PHC. Thus H announced such insights to his study group, however the answer was that all school teachers should study the Theory to act towards the transformation of society. As a Pedagogical Coordinator in the Education Department, as the CME's head and the fact that he was studying new ideas and theories, and the fact that he was studying new ideas and theories provoked another way to H valuated the PHC. It got the new looking to H, it was very far of educational practice, so H came to see it as the Ivory Tower (metaphor). The new experiments have caused a radical change in H that reflected in his didactical and pedagogical conduct materialized at the school, the educational institutions and on the research