THE SUPERVISED CURRICULAR INTERNSHIP IN THE MATHEMATICS COURSE: RELATIONSHIPS BETWEEN KNOWLEDGE AND TEACHING IDENTITY
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Data de Publicação: | 2018 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Prática Docente |
Texto Completo: | https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/596 |
Resumo: | In 2016, a master's degree research was carried out in the area of Teaching, which analyzed the supervised curriculum internship contribution in the construction process of teaching knowledge of trainees. From this research, the present article proposes to bring a cut, in order to socialize the relations between the teacher knowledge and the construction of the teacher identity. From this research, the present article proposes a cut of the analytical work, in order to socialize the relations between the teaching knowledge and the construction of the teaching identity, revealed in the discourse of the trainees. The field research was realized with seven Mathematics Degree Course of Federal Institute of Education, Science and Technology from Mato Grosso Campus Campo Novo do Parecis, in the year of 2016. The data was produced on semi structured interviews, subjected to analytical examinations of Discursive Textual Analysis, proposed by Moraes and Galiazzi (2016). The results allowed the relation between the developed and the mobilized knowledge of the Mathematics Course students through the internship and the building of teacher’s identity. After all, although in an incipient way, mediated by others (teachers, students, family, educational institutions), each trainee student started his/her identity process, building the ways of being in this profession. |
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THE SUPERVISED CURRICULAR INTERNSHIP IN THE MATHEMATICS COURSE: RELATIONSHIPS BETWEEN KNOWLEDGE AND TEACHING IDENTITYO ESTÁGIO CURRICULAR SUPERVISIONADO NO CURSO DE LICENCIATURA EM MATEMÁTICA: RELAÇÕES ENTRE SABERES E IDENTIDADE DOCENTEEnsino de MatemáticaFormação inicial de professoresEstágioSaberes docentesIdentidade profissionalMathematics teachingTeachers initial formationInternshipTeachers knowledgeProfessional identityIn 2016, a master's degree research was carried out in the area of Teaching, which analyzed the supervised curriculum internship contribution in the construction process of teaching knowledge of trainees. From this research, the present article proposes to bring a cut, in order to socialize the relations between the teacher knowledge and the construction of the teacher identity. From this research, the present article proposes a cut of the analytical work, in order to socialize the relations between the teaching knowledge and the construction of the teaching identity, revealed in the discourse of the trainees. The field research was realized with seven Mathematics Degree Course of Federal Institute of Education, Science and Technology from Mato Grosso Campus Campo Novo do Parecis, in the year of 2016. The data was produced on semi structured interviews, subjected to analytical examinations of Discursive Textual Analysis, proposed by Moraes and Galiazzi (2016). The results allowed the relation between the developed and the mobilized knowledge of the Mathematics Course students through the internship and the building of teacher’s identity. After all, although in an incipient way, mediated by others (teachers, students, family, educational institutions), each trainee student started his/her identity process, building the ways of being in this profession.No ano de 2016, foi realizada uma pesquisa de mestrado, na área de Ensino, que analisou a contribuição do estágio curricular supervisionado no processo de construção dos saberes docentes dos estagiários. Dessa pesquisa, o presente artigo propõe-se um recorte do trabalho analítico, a fim de socializar as relações entre os saberes docentes e a construção da identidade docente que foram reveladas nos discursos dos estagiários. A pesquisa, de natureza qualitativa, foi realizada com os sete estagiários do curso de Licenciatura em Matemática do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso Campus Campo Novo do Parecis, no decorrer do ano de 2016. Os dados foram produzidos em entrevistas semiestruturadas, submetidas aos procedimentos analíticos da Análise Textual Discursiva, proposta por Moraes e Galiazzi (2016). Analisou-se que os estágios permitiram aos estagiários a primeira vivência da prática da profissão de professor e, com isso, assumiram um novo lugar, experimentando um novo olhar, o de ver-se professor. Puderam conhecer, sentir e ver-se em um novo lugar social e subjetivo, saindo do lugar de alunos para o lugar de professores. Ainda que de forma incipiente, mediatizados pelo outro (professores regentes, alunos, familiares, instituições de ensino), cada estagiário iniciou seu processo identitário, sua construção de maneiras de ser e de estar na profissão.Revista Prática Docente2018-06-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionMathematicsMatemáticasMatemáticaapplication/pdfhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/59610.23926/RPD.2526-2149.2018.v3.n1.p5-18.id74Revista Prática Docente (Journal Practice Teacher); Vol. 3 No. 1 (2018): Janeiro a Junho de 2018; 5-18Revista Prática Docente (Revista Práctica Docente); Vol. 3 Núm. 1 (2018): Janeiro a Junho de 2018; 5-18Revista Prática Docente; v. 3 n. 1 (2018): Janeiro a Junho de 2018; 5-182526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/596/583Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessCristina de Quadros , VeraRambo Kochhann , Maria Elizabete2023-06-01T14:41:30Zoai:ojs2.periodicos.cfs.ifmt.edu.br:article/596Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2023-06-01T14:41:30Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false |
dc.title.none.fl_str_mv |
THE SUPERVISED CURRICULAR INTERNSHIP IN THE MATHEMATICS COURSE: RELATIONSHIPS BETWEEN KNOWLEDGE AND TEACHING IDENTITY O ESTÁGIO CURRICULAR SUPERVISIONADO NO CURSO DE LICENCIATURA EM MATEMÁTICA: RELAÇÕES ENTRE SABERES E IDENTIDADE DOCENTE |
title |
THE SUPERVISED CURRICULAR INTERNSHIP IN THE MATHEMATICS COURSE: RELATIONSHIPS BETWEEN KNOWLEDGE AND TEACHING IDENTITY |
spellingShingle |
THE SUPERVISED CURRICULAR INTERNSHIP IN THE MATHEMATICS COURSE: RELATIONSHIPS BETWEEN KNOWLEDGE AND TEACHING IDENTITY Cristina de Quadros , Vera Ensino de Matemática Formação inicial de professores Estágio Saberes docentes Identidade profissional Mathematics teaching Teachers initial formation Internship Teachers knowledge Professional identity |
title_short |
THE SUPERVISED CURRICULAR INTERNSHIP IN THE MATHEMATICS COURSE: RELATIONSHIPS BETWEEN KNOWLEDGE AND TEACHING IDENTITY |
title_full |
THE SUPERVISED CURRICULAR INTERNSHIP IN THE MATHEMATICS COURSE: RELATIONSHIPS BETWEEN KNOWLEDGE AND TEACHING IDENTITY |
title_fullStr |
THE SUPERVISED CURRICULAR INTERNSHIP IN THE MATHEMATICS COURSE: RELATIONSHIPS BETWEEN KNOWLEDGE AND TEACHING IDENTITY |
title_full_unstemmed |
THE SUPERVISED CURRICULAR INTERNSHIP IN THE MATHEMATICS COURSE: RELATIONSHIPS BETWEEN KNOWLEDGE AND TEACHING IDENTITY |
title_sort |
THE SUPERVISED CURRICULAR INTERNSHIP IN THE MATHEMATICS COURSE: RELATIONSHIPS BETWEEN KNOWLEDGE AND TEACHING IDENTITY |
author |
Cristina de Quadros , Vera |
author_facet |
Cristina de Quadros , Vera Rambo Kochhann , Maria Elizabete |
author_role |
author |
author2 |
Rambo Kochhann , Maria Elizabete |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Cristina de Quadros , Vera Rambo Kochhann , Maria Elizabete |
dc.subject.por.fl_str_mv |
Ensino de Matemática Formação inicial de professores Estágio Saberes docentes Identidade profissional Mathematics teaching Teachers initial formation Internship Teachers knowledge Professional identity |
topic |
Ensino de Matemática Formação inicial de professores Estágio Saberes docentes Identidade profissional Mathematics teaching Teachers initial formation Internship Teachers knowledge Professional identity |
description |
In 2016, a master's degree research was carried out in the area of Teaching, which analyzed the supervised curriculum internship contribution in the construction process of teaching knowledge of trainees. From this research, the present article proposes to bring a cut, in order to socialize the relations between the teacher knowledge and the construction of the teacher identity. From this research, the present article proposes a cut of the analytical work, in order to socialize the relations between the teaching knowledge and the construction of the teaching identity, revealed in the discourse of the trainees. The field research was realized with seven Mathematics Degree Course of Federal Institute of Education, Science and Technology from Mato Grosso Campus Campo Novo do Parecis, in the year of 2016. The data was produced on semi structured interviews, subjected to analytical examinations of Discursive Textual Analysis, proposed by Moraes and Galiazzi (2016). The results allowed the relation between the developed and the mobilized knowledge of the Mathematics Course students through the internship and the building of teacher’s identity. After all, although in an incipient way, mediated by others (teachers, students, family, educational institutions), each trainee student started his/her identity process, building the ways of being in this profession. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-06-26 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Mathematics Matemáticas Matemática |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/596 10.23926/RPD.2526-2149.2018.v3.n1.p5-18.id74 |
url |
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/596 |
identifier_str_mv |
10.23926/RPD.2526-2149.2018.v3.n1.p5-18.id74 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/596/583 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação 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 |
Revista Prática Docente |
publisher.none.fl_str_mv |
Revista Prática Docente |
dc.source.none.fl_str_mv |
Revista Prática Docente (Journal Practice Teacher); Vol. 3 No. 1 (2018): Janeiro a Junho de 2018; 5-18 Revista Prática Docente (Revista Práctica Docente); Vol. 3 Núm. 1 (2018): Janeiro a Junho de 2018; 5-18 Revista Prática Docente; v. 3 n. 1 (2018): Janeiro a Junho de 2018; 5-18 2526-2149 reponame:Revista Prática Docente instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) instacron:IFMT |
instname_str |
Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
instacron_str |
IFMT |
institution |
IFMT |
reponame_str |
Revista Prática Docente |
collection |
Revista Prática Docente |
repository.name.fl_str_mv |
Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
repository.mail.fl_str_mv |
revistapraticadocente@cfs.ifmt.edu.br|| |
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