Teachers in the early years of basic education: approaches and detachments towards Mathematics
Autor(a) principal: | |
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Data de Publicação: | 2014 |
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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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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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1799128744114257920 |