THE SUPERVISED CURRICULAR INTERNSHIP IN THE MATHEMATICS COURSE: RELATIONSHIPS BETWEEN KNOWLEDGE AND TEACHING IDENTITY

Detalhes bibliográficos
Autor(a) principal: Cristina de Quadros , Vera
Data de Publicação: 2018
Outros Autores: Rambo Kochhann , Maria Elizabete
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.
id IFMT_0f8cf3cb8930ef8c9e0c5c0052a4a3cb
oai_identifier_str oai:ojs2.periodicos.cfs.ifmt.edu.br:article/596
network_acronym_str IFMT
network_name_str Revista Prática Docente
repository_id_str
spelling 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||
_version_ 1797068944600727552

Registros relacionados