Educadores estatísticos em formação continuada: indícios de identidade docente

• Autor(a) principal: Barbosa, Geovane Carlos
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório do Centro Universitário Braz Cubas
• Texto Completo: https://repositorio.cruzeirodosul.edu.br/handle/123456789/3770
• topic: Formação continuada; Identidade docente; Pesquisa (auto)biográfica; Narrativas; Ensino médio; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO

This is a multi-paper format thesis with three scientific articles, two of which were produced from results of a continuous education distance learning course (EaD), for mathematics teachers who teach probability and statistics in high school; the other results from mapping focused on teacher education in the scope of statistical education. The axis of this study lies on evidence of resizing the statistical educator identity of mathematics teachers who teach probability and statistics when inserted in a virtual space for teacher education and sharing of practices. Methodologically, the theoretical lens of the thesis is the (auto)biographical methodology, employing written, oral, digital narratives and narrative interviews as data production tools. The production of data was based on a continuous education course entitled Pedagogical Practices in Statistical Education for High School. We sought to answer the following guiding question: “Which evidence of teaching identity resizing is revealed by statistical educators who work in high school, after participating in a course about pedagogical practices on probability and statistics?” In response to the guiding question, an objective was stablished for each of the three articles. In the first article, the objective was to map the scientific production of researchers linked to the Statistical Education Work Group (GT-12) of SBEM, from theses and dissertations available in the theses bank of CAPES and the Digital Bank of Theses and Dissertations (BDTD) whose object of study is the education of mathematics teachers regarding teaching and learning statistics and probability. The second article aims to analyze the formative and professional development trajectories of mathematics teachers who teach probability and statistics in high school through their (auto)biographical narratives; finally, the third article aims to identify signs of resizing of the professional identity of mathematics teachers as they produce (auto)biographical narratives and become statistical educators in their high school classes. The results of the first article indicated a lack of research aimed at understanding the identity of statistical educators, thus the originality of this thesis. In the second article, the findings showed signs of resizing of the identity of statistical educators, among which are: commitment to resizing pedagogical practices and sharing reflective analyzes of the experiences acquired during the teacher education process. Finally, the third article discusses in greater depth characteristics associated with signs of resizing of the identity of statistical educators with the inclusion of two more movements of that identity, in addition to those already mentioned in the second article: recognition of new theoretical-methodological perspectives for teaching statistics, and the manifestation regarding the importance of collaboration in teacher education spaces in statistical education. The three articles converge to show that, although there are no works focused on the identity of statistical educators within the context analyzed, it is possible to observe the resizing of the identity of statistical educators in virtual distance education spaces which guide their actions within a collective dialogue with reflection and criticality.