The Professional Didactics (PD) articulated to the Theory of Didactical Situations (TDS) in the formation of Mathematics teacher in Brazil: the case of a teaching situation directed to SPAECE
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Tear: Revista de Educação Ciência e Tecnologia |
Texto Completo: | https://periodicos.ifrs.edu.br/index.php/tear/article/view/4025 |
Resumo: | Abstract: This work emphasizes a discussion about teacher education in the Brazilian educational scenario, through the French approach of Professional Didactics, combined with the Theory of Didactic Situations. The methodological contribution of this research was presented through Didactic Engineering of Training (or Didactic Engineering of 2nd generation), created from classical Didactic Engineering, however it was focused exclusively on the observation of practice and teacher training. It is a collection of bibliographic studies, drawn from previous works, in which they addressed the same theme, thus building a set of introductory methodological theoretical aspects of a future master's research. In this sense, Professional Didactics encompasses, in context, the professional analysis of the teacher, especially The Mathematics one, in the classroom, at school or in the school institution, as well as his pragmatic and epistemic conceptions that follow him along the professional path. Furthermore, a didactic situation is presented, elaborated through a question, taken from the pedagogical bulletin of evaluation of mathematics of the Permanent System of Evaluation of Basic Education of Ceará (SPAECE), since this work intends to use such exam as a parameter of conception of the suggested didactic situation. Finally, the resources offered by GeoGebra software to visualization and manipulation of graphic elements are explored, favoring a better comprehension during the process of solving the proposed problem-situation. Keywords: Professional Didactics. Formation. Teaching. Job. |
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The Professional Didactics (PD) articulated to the Theory of Didactical Situations (TDS) in the formation of Mathematics teacher in Brazil: the case of a teaching situation directed to SPAECEA didática profissional (DP) articulada à teoria das situações didáticas (TSD) na formação do professor de matemática no Brasil: o caso de uma situação didática direcionada ao SPAECEAbstract: This work emphasizes a discussion about teacher education in the Brazilian educational scenario, through the French approach of Professional Didactics, combined with the Theory of Didactic Situations. The methodological contribution of this research was presented through Didactic Engineering of Training (or Didactic Engineering of 2nd generation), created from classical Didactic Engineering, however it was focused exclusively on the observation of practice and teacher training. It is a collection of bibliographic studies, drawn from previous works, in which they addressed the same theme, thus building a set of introductory methodological theoretical aspects of a future master's research. In this sense, Professional Didactics encompasses, in context, the professional analysis of the teacher, especially The Mathematics one, in the classroom, at school or in the school institution, as well as his pragmatic and epistemic conceptions that follow him along the professional path. Furthermore, a didactic situation is presented, elaborated through a question, taken from the pedagogical bulletin of evaluation of mathematics of the Permanent System of Evaluation of Basic Education of Ceará (SPAECE), since this work intends to use such exam as a parameter of conception of the suggested didactic situation. Finally, the resources offered by GeoGebra software to visualization and manipulation of graphic elements are explored, favoring a better comprehension during the process of solving the proposed problem-situation. Keywords: Professional Didactics. Formation. Teaching. Job.Resumo: Este trabalho enfatiza uma discussão acerca da formação do professor, no cenário educacional brasileiro, através da vertente francesa Didática Profissional, aliada à Teoria das Situações Didáticas. O contributo metodológico da pesquisa apresentou-se através da Engenharia Didática de Formação (ou Engenharia Didática de 2ª geração), criada a partir da Engenharia Didática clássica, todavia voltada exclusivamente para a observação da prática e formação docente. Trata-se de uma reunião de estudos bibliográficos, retirados de trabalhos anteriores, nos quais trataram o mesmo tema, construindo assim um conjunto de aspectos teóricos metodológicos introdutórios de uma futura pesquisa de mestrado. Nesse sentido, tem-se que a Didática Profissional engloba, nesse contexto, a análise profissional do professor, especialmente o de matemática, seja na sala de aula, na escola ou na instituição escolar, bem como suas concepções pragmáticas e epistêmicas que o acompanham ao longo do percurso profissional. Ademais, apresenta-se uma situação didática, elaborada por meio de uma questão, retirada do boletim pedagógico de avaliação de matemática do Sistema Permanente de Avaliação da Educação Básica do Ceará (SPAECE), uma vez que este trabalho pretende utilizar tal exame como parâmetro de concepção da situação didática sugerida. Por fim, explora-se os recursos do software GeoGebra para visualização e manipulação dos elementos gráficos, favorecendo uma melhor compreensão durante o processo de resolução da situação-problema proposta. Palavras-chave: Didática Profissional. Formação. Ensino. Trabalho.Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul2020-07-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ifrs.edu.br/index.php/tear/article/view/402510.35819/tear.v9.n1.a4025#Tear: Journal of Education, Science and Technology; Vol. 9 No. 1 (2020): SOCIOSCIENTIFIC CONTROVERSIES ON THE INTERDISCIPLINARY PERSPECTIVE FOR TEACHER TRAINING#Tear Revista de Educación, Ciencia y Tecnología; Vol. 9 Núm. 1 (2020): CONTROVERSIAS SOCIOCIENTÍFICAS EN LA PERSPECTIVA INTERDISCIPLINARIA DE FORMACIÓN DE PROFESORES#Tear: Revista de Educação, Ciência e Tecnologia; v. 9 n. 1 (2020): CONTROVÉRSIAS SOCIOCIENTÍFICAS NA PERSPECTIVA INTERDISCIPLINAR DE FORMAÇÃO DE PROFESSORES2238-807910.35819/tear.v9.n1reponame:Tear: Revista de Educação Ciência e Tecnologiainstname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)instacron:IFRSporhttps://periodicos.ifrs.edu.br/index.php/tear/article/view/4025/2670Copyright (c) 2020 #Tear: Revista de Educação, Ciência e Tecnologiainfo:eu-repo/semantics/openAccessCamilo, Aline Maria da SilvaAlves, Francisco Régis VieiraFontenele, FRancisca Claudia Fernandes2020-07-13T13:00:48Zoai:ojs2.periodicos.ifrs.edu.br:article/4025Revistahttps://periodicos.ifrs.edu.br/index.php/tearPUBhttps://periodicos.ifrs.edu.br/index.php/tear/oai||tear@canoas.ifrs.edu.br2238-80792238-8079opendoar:2020-07-13T13:00:48Tear: Revista de Educação Ciência e Tecnologia - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)false |
dc.title.none.fl_str_mv |
The Professional Didactics (PD) articulated to the Theory of Didactical Situations (TDS) in the formation of Mathematics teacher in Brazil: the case of a teaching situation directed to SPAECE A didática profissional (DP) articulada à teoria das situações didáticas (TSD) na formação do professor de matemática no Brasil: o caso de uma situação didática direcionada ao SPAECE |
title |
The Professional Didactics (PD) articulated to the Theory of Didactical Situations (TDS) in the formation of Mathematics teacher in Brazil: the case of a teaching situation directed to SPAECE |
spellingShingle |
The Professional Didactics (PD) articulated to the Theory of Didactical Situations (TDS) in the formation of Mathematics teacher in Brazil: the case of a teaching situation directed to SPAECE Camilo, Aline Maria da Silva |
title_short |
The Professional Didactics (PD) articulated to the Theory of Didactical Situations (TDS) in the formation of Mathematics teacher in Brazil: the case of a teaching situation directed to SPAECE |
title_full |
The Professional Didactics (PD) articulated to the Theory of Didactical Situations (TDS) in the formation of Mathematics teacher in Brazil: the case of a teaching situation directed to SPAECE |
title_fullStr |
The Professional Didactics (PD) articulated to the Theory of Didactical Situations (TDS) in the formation of Mathematics teacher in Brazil: the case of a teaching situation directed to SPAECE |
title_full_unstemmed |
The Professional Didactics (PD) articulated to the Theory of Didactical Situations (TDS) in the formation of Mathematics teacher in Brazil: the case of a teaching situation directed to SPAECE |
title_sort |
The Professional Didactics (PD) articulated to the Theory of Didactical Situations (TDS) in the formation of Mathematics teacher in Brazil: the case of a teaching situation directed to SPAECE |
author |
Camilo, Aline Maria da Silva |
author_facet |
Camilo, Aline Maria da Silva Alves, Francisco Régis Vieira Fontenele, FRancisca Claudia Fernandes |
author_role |
author |
author2 |
Alves, Francisco Régis Vieira Fontenele, FRancisca Claudia Fernandes |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Camilo, Aline Maria da Silva Alves, Francisco Régis Vieira Fontenele, FRancisca Claudia Fernandes |
description |
Abstract: This work emphasizes a discussion about teacher education in the Brazilian educational scenario, through the French approach of Professional Didactics, combined with the Theory of Didactic Situations. The methodological contribution of this research was presented through Didactic Engineering of Training (or Didactic Engineering of 2nd generation), created from classical Didactic Engineering, however it was focused exclusively on the observation of practice and teacher training. It is a collection of bibliographic studies, drawn from previous works, in which they addressed the same theme, thus building a set of introductory methodological theoretical aspects of a future master's research. In this sense, Professional Didactics encompasses, in context, the professional analysis of the teacher, especially The Mathematics one, in the classroom, at school or in the school institution, as well as his pragmatic and epistemic conceptions that follow him along the professional path. Furthermore, a didactic situation is presented, elaborated through a question, taken from the pedagogical bulletin of evaluation of mathematics of the Permanent System of Evaluation of Basic Education of Ceará (SPAECE), since this work intends to use such exam as a parameter of conception of the suggested didactic situation. Finally, the resources offered by GeoGebra software to visualization and manipulation of graphic elements are explored, favoring a better comprehension during the process of solving the proposed problem-situation. Keywords: Professional Didactics. Formation. Teaching. Job. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-07-03 |
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://periodicos.ifrs.edu.br/index.php/tear/article/view/4025 10.35819/tear.v9.n1.a4025 |
url |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/4025 |
identifier_str_mv |
10.35819/tear.v9.n1.a4025 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/4025/2670 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 #Tear: Revista de Educação, Ciência e Tecnologia info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 #Tear: Revista de Educação, Ciência e Tecnologia |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul |
publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul |
dc.source.none.fl_str_mv |
#Tear: Journal of Education, Science and Technology; Vol. 9 No. 1 (2020): SOCIOSCIENTIFIC CONTROVERSIES ON THE INTERDISCIPLINARY PERSPECTIVE FOR TEACHER TRAINING #Tear Revista de Educación, Ciencia y Tecnología; Vol. 9 Núm. 1 (2020): CONTROVERSIAS SOCIOCIENTÍFICAS EN LA PERSPECTIVA INTERDISCIPLINARIA DE FORMACIÓN DE PROFESORES #Tear: Revista de Educação, Ciência e Tecnologia; v. 9 n. 1 (2020): CONTROVÉRSIAS SOCIOCIENTÍFICAS NA PERSPECTIVA INTERDISCIPLINAR DE FORMAÇÃO DE PROFESSORES 2238-8079 10.35819/tear.v9.n1 reponame:Tear: Revista de Educação Ciência e Tecnologia instname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) instacron:IFRS |
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Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) |
instacron_str |
IFRS |
institution |
IFRS |
reponame_str |
Tear: Revista de Educação Ciência e Tecnologia |
collection |
Tear: Revista de Educação Ciência e Tecnologia |
repository.name.fl_str_mv |
Tear: Revista de Educação Ciência e Tecnologia - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) |
repository.mail.fl_str_mv |
||tear@canoas.ifrs.edu.br |
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