Teachers in the early years of basic education: approaches and detachments towards Mathematics

Detalhes bibliográficos
Autor(a) principal: Gino, Andréa Silva
Data de Publicação: 2014
Outros Autores: Gomes, Maria Laura Magalhães
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/15202
Resumo: This article presents some results of a doctoral research guided by the following question: how teachers who teach Mathematics in elementary school perceive and narrate the contributions of LASEB, a Postgraduate Program for Teaching in Basic Education? The contributions of the course were investigated in ten narratives collected in interviews with ten teachers conducted according to the methodology of oral history. The focus of the article is one of the most evident aspects in the narratives, namely the approaches and detachments of the teachers towards mathematics. While acknowledging the contributions LASEB has brought to their training, the teachers considered the results of the course are not strong enough to support their role of teaching mathematics in the early years of elementary school.
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spelling Teachers in the early years of basic education: approaches and detachments towards MathematicsMaestras de educación básica: acercamientos y desviaciones de las MatemáticasProfessoras dos anos iniciais da educação básica: aproximações e afastamentos em relação à MatemáticaContinuing education of teachers. Mathematics education. Oral history.Formação continuada de professores. Educação matemática. História oral.Educación continua de maestros. Educación matemática. Historia oral.This article presents some results of a doctoral research guided by the following question: how teachers who teach Mathematics in elementary school perceive and narrate the contributions of LASEB, a Postgraduate Program for Teaching in Basic Education? The contributions of the course were investigated in ten narratives collected in interviews with ten teachers conducted according to the methodology of oral history. The focus of the article is one of the most evident aspects in the narratives, namely the approaches and detachments of the teachers towards mathematics. While acknowledging the contributions LASEB has brought to their training, the teachers considered the results of the course are not strong enough to support their role of teaching mathematics in the early years of elementary school.En este artículo, se presentan algunos resultados de una investigación doctoral norteada por la siguiente cuestión: como los docentes que enseñan Matemática en el 2º ciclo de formación de la Red Municipal de Educación de Belo Horizonte que han cursado el posgrado de especialización en Educación Matemática del Curso de Posgrado Lato Sensu en Docencia en la Educación Básica – LASEB perciben y narran los aportes del curso? Esos aportes fueron investigados en relatos de diez maestras, recogidos en entrevistas, con el uso de la metodología de la Historia Oral de por medio. El foco del artículo está en uno de los aspectos más evidenciados en los relatos: los acercamientos y alejamientos de las maestras respeto a la Matemática. Aunque reconozcan que el LASEB trajo aportes a su formación, las docentes, al evaluar sus propios conocimientos, consideraron los resultados del curso frágiles en lo concerniente a sostener su rol de enseñar Matemática en los años iniciales de la Enseñanza Fundamental.Este artigo apresenta alguns resultados de uma pesquisa de doutorado norteada pela seguinte questão: Como os professores que ensinam Matemática no 2º ciclo de formação da Rede Municipal de Educação de Belo Horizonte que cursaram a especialização em Educação Matemática do Curso de Pós-Graduação Lato Sensu em Docência na Educação Básica – LASEB percebem e narram as contribuições do curso? As contribuições do curso foram investigadas em narrativas de dez professoras, recolhidas em entrevistas, com o uso da metodologia da história oral. O foco do artigo está em um dos aspectos mais evidenciados nas narrativas, a saber, as aproximações e afastamentos das docentes em relação à matemática. Embora reconheçam que o LASEB tenha trazido aportes para a sua formação, as professoras, ao avaliarem seus próprios conhecimentos, consideraram os resultados do curso frágeis no sentido de sustentar seu papel de ensinar matemática nos anos iniciais do ensino fundamental.Editora da PUCRS - ediPUCRS2014-12-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/1520210.15448/1981-2582.2014.3.15202Educação; Vol. 37 No. 3 (2014): Dossier - Education, research and language: meetings and cross over; 471-481Educação; Vol. 37 Núm. 3 (2014): Dossier - Educación, investigación y linguaje: encuentros y atravesamientos; 471-481Educação; v. 37 n. 3 (2014): Dossiê - Educação, pesquisa e linguagem: encontros e atravessamentos; 471-4811981-25820101-465X10.15448/1981-2582.2014.3reponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/15202/12456Gino, Andréa SilvaGomes, Maria Laura Magalhãesinfo:eu-repo/semantics/openAccess2021-09-14T18:36:37Zoai:ojs.revistaseletronicas.pucrs.br:article/15202Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2021-09-14T18:36:37Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv Teachers in the early years of basic education: approaches and detachments towards Mathematics
Maestras de educación básica: acercamientos y desviaciones de las Matemáticas
Professoras dos anos iniciais da educação básica: aproximações e afastamentos em relação à Matemática
title Teachers in the early years of basic education: approaches and detachments towards Mathematics
spellingShingle Teachers in the early years of basic education: approaches and detachments towards Mathematics
Gino, Andréa Silva
Continuing education of teachers. Mathematics education. Oral history.
Formação continuada de professores. Educação matemática. História oral.
Educación continua de maestros. Educación matemática. Historia oral.
title_short Teachers in the early years of basic education: approaches and detachments towards Mathematics
title_full Teachers in the early years of basic education: approaches and detachments towards Mathematics
title_fullStr Teachers in the early years of basic education: approaches and detachments towards Mathematics
title_full_unstemmed Teachers in the early years of basic education: approaches and detachments towards Mathematics
title_sort Teachers in the early years of basic education: approaches and detachments towards Mathematics
author Gino, Andréa Silva
author_facet Gino, Andréa Silva
Gomes, Maria Laura Magalhães
author_role author
author2 Gomes, Maria Laura Magalhães
author2_role author
dc.contributor.author.fl_str_mv Gino, Andréa Silva
Gomes, Maria Laura Magalhães
dc.subject.por.fl_str_mv Continuing education of teachers. Mathematics education. Oral history.
Formação continuada de professores. Educação matemática. História oral.
Educación continua de maestros. Educación matemática. Historia oral.
topic Continuing education of teachers. Mathematics education. Oral history.
Formação continuada de professores. Educação matemática. História oral.
Educación continua de maestros. Educación matemática. Historia oral.
description This article presents some results of a doctoral research guided by the following question: how teachers who teach Mathematics in elementary school perceive and narrate the contributions of LASEB, a Postgraduate Program for Teaching in Basic Education? The contributions of the course were investigated in ten narratives collected in interviews with ten teachers conducted according to the methodology of oral history. The focus of the article is one of the most evident aspects in the narratives, namely the approaches and detachments of the teachers towards mathematics. While acknowledging the contributions LASEB has brought to their training, the teachers considered the results of the course are not strong enough to support their role of teaching mathematics in the early years of elementary school.
publishDate 2014
dc.date.none.fl_str_mv 2014-12-16
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://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/15202
10.15448/1981-2582.2014.3.15202
url https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/15202
identifier_str_mv 10.15448/1981-2582.2014.3.15202
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/15202/12456
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Educação; Vol. 37 No. 3 (2014): Dossier - Education, research and language: meetings and cross over; 471-481
Educação; Vol. 37 Núm. 3 (2014): Dossier - Educación, investigación y linguaje: encuentros y atravesamientos; 471-481
Educação; v. 37 n. 3 (2014): Dossiê - Educação, pesquisa e linguagem: encontros e atravessamentos; 471-481
1981-2582
0101-465X
10.15448/1981-2582.2014.3
reponame:Educação
instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron:PUC_RS
instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron_str PUC_RS
institution PUC_RS
reponame_str Educação
collection Educação
repository.name.fl_str_mv Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
repository.mail.fl_str_mv editora.periodicos@pucrs.br||reveduc@pucrs.br
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