Marco conceitual para estudar a relação entre materiais curriculares e professores de Matemática

Detalhes bibliográficos
Autor(a) principal: Januario, Gilberto
Data de Publicação: 2017
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://tede2.pucsp.br/handle/handle/20008
Resumo: In this research we aimed to construct the conceptual framework that can guide the analysis of the teacher-curriculum materials of Mathematics. We developed an investigation from the perspective of theoretical research oriented by the question: What conceptual framework can guide the study concerning the relationship between curriculum materials and teachers of Mathematics? The thesis is organized in a multi-paper format, consisting of an introductory chapter, three articles and a chapter of considerations. The theoretical reference is about the discussion regarding the relationship between curriculum materials and teachers in the Mathematics Education’s area; the theories about the concepts of affordance and agency; and papers about scientific research on mathematical curriculum materials. As a result, it stands out the non-neutrality in the relation between teachers and curriculum materials by these two agents of curriculum development, evidencing the knowledge, beliefs and values of Mathematics, its teaching and the students formative course. The concepts of affordance and agency are emphasized as a framework that guides the study and understanding of the different uses of curriculum materials, as well as the displacement of the agency, sometimes in the materials (with their affordances and restrictions), or in the teachers (with their knowledge, beliefs and values); and it is evidenced the investment on changes of paradigm in the research on Mathematics curriculum materials: from descriptive questions regarding the characteristics of the materials to those that investigate correlation and causality between different phenomena related to these curriculum resources. The teacher- curriculum materials relationship requires discussion and research that takes different curriculum materials, teacher praxis and the teacher-curriculum relation as research objects for the production of knowledge. The observation of affordance and agency, as a conceptual framework discussed by us, reveals different concepts related to the interaction between teachers and curriculum materials, which demand research proposals to understand the ways in which these notions influence the interaction and potentiate the curriculum development: knowledge, beliefs and values; curriculum fidelity; curriculum insubordination; institutional context; planning set; teachers as curriculum producers; and decolonization of the curriculum
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spelling Manrique, Ana Luciahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4250934A3Januario, Gilberto2017-04-17T10:47:14Z2017-03-06Januario, Gilberto. Marco conceitual para estudar a relação entre materiais curriculares e professores de Matemática. 2017. 194 f. Tese (Doutorado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.https://tede2.pucsp.br/handle/handle/20008In this research we aimed to construct the conceptual framework that can guide the analysis of the teacher-curriculum materials of Mathematics. We developed an investigation from the perspective of theoretical research oriented by the question: What conceptual framework can guide the study concerning the relationship between curriculum materials and teachers of Mathematics? The thesis is organized in a multi-paper format, consisting of an introductory chapter, three articles and a chapter of considerations. The theoretical reference is about the discussion regarding the relationship between curriculum materials and teachers in the Mathematics Education’s area; the theories about the concepts of affordance and agency; and papers about scientific research on mathematical curriculum materials. As a result, it stands out the non-neutrality in the relation between teachers and curriculum materials by these two agents of curriculum development, evidencing the knowledge, beliefs and values of Mathematics, its teaching and the students formative course. The concepts of affordance and agency are emphasized as a framework that guides the study and understanding of the different uses of curriculum materials, as well as the displacement of the agency, sometimes in the materials (with their affordances and restrictions), or in the teachers (with their knowledge, beliefs and values); and it is evidenced the investment on changes of paradigm in the research on Mathematics curriculum materials: from descriptive questions regarding the characteristics of the materials to those that investigate correlation and causality between different phenomena related to these curriculum resources. The teacher- curriculum materials relationship requires discussion and research that takes different curriculum materials, teacher praxis and the teacher-curriculum relation as research objects for the production of knowledge. The observation of affordance and agency, as a conceptual framework discussed by us, reveals different concepts related to the interaction between teachers and curriculum materials, which demand research proposals to understand the ways in which these notions influence the interaction and potentiate the curriculum development: knowledge, beliefs and values; curriculum fidelity; curriculum insubordination; institutional context; planning set; teachers as curriculum producers; and decolonization of the curriculumNesta pesquisa, tivemos por objetivo construir um marco conceitual que possa orientar a análise da relação professor-materiais curriculares de Matemática. Desenvolvemos uma investigação na perspectiva da pesquisa teórica direcionados pela questão Que marco conceitual pode orientar o estudo referente à relação entre materiais curriculares e professores de Matemática? A tese é organizada em formato multipaper, composta de um capítulo de introdução, três artigos e um capítulo com considerações finais. O referencial teórico reporta-se à discussão sobre a relação entre materiais curriculares e professores na área de Educação Matemática; às teorizações sobre os conceitos de affordance e agência; e aos trabalhos acerca de pesquisas científicas sobre materiais curriculares de Matemática. Como resultados, destaca-se a não neutralidade na relação professores-materiais curriculares por esses dois agentes do desenvolvimento curricular, evidenciando-se conhecimentos, crenças e valores sobre o percurso formativo dos estudantes, da Matemática e do seu ensino; acentuam-se os conceitos de affordance e de agência como marco que orienta o estudo e a compreensão dos diferentes usos de materiais curriculares, bem como o deslocamento da agência, ora nos materiais (com suas affordances e restrições), ora nos professores (com seus conhecimentos, crenças e valores); e salienta-se ainda o investimento em mudanças de paradigmas nas pesquisas sobre materiais curriculares de Matemática: de questões descritivas quanto a características dos materiais para as que investiguem correlação e causalidade entre diferentes fenômenos relacionados a esses recursos curriculares. A relação professor-materiais curriculares requer discussões e pesquisas que tomem diferentes materiais curriculares, a práxis docente e a relação professor-currículo como objetos de investigação para a produção de conhecimentos. A observação de affordance e de agência, como marco conceitual discutido por nós, evidencia diferentes conceitos relacionados à interação entre professores e materiais curriculares; conceitos esses que demandam propostas de investigação para a compreensão dos fatores que influenciam a interação e potencializam o desenvolvimento curricular: conhecimentos, crenças e valores; fidelidade curricular; insubordinação curricular; contexto institucional; planejamento conjunto; professores como produtores de currículo; e descolonização do currículoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/42009/Gilberto%20Januario.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação MatemáticaPUC-SPBrasilFaculdade de Ciências Exatas e TecnologiaMatemática - CurrículoMateriais curricularesPrática de ensinoMathematics - CurriculumCurriculum materialsTeacher-curriculum materials relationshipCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAMarco conceitual para estudar a relação entre materiais curriculares e professores de MatemáticaConceptual framework to study the relationship between curriculum materials and Mathematics teachersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTGilberto Januario.pdf.txtGilberto Januario.pdf.txtExtracted texttext/plain457004https://repositorio.pucsp.br/xmlui/bitstream/handle/20008/4/Gilberto%20Januario.pdf.txta9e347c445e5252e4ab0493afa792d4bMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv Marco conceitual para estudar a relação entre materiais curriculares e professores de Matemática
dc.title.alternative.eng.fl_str_mv Conceptual framework to study the relationship between curriculum materials and Mathematics teachers
title Marco conceitual para estudar a relação entre materiais curriculares e professores de Matemática
spellingShingle Marco conceitual para estudar a relação entre materiais curriculares e professores de Matemática
Januario, Gilberto
Matemática - Currículo
Materiais curriculares
Prática de ensino
Mathematics - Curriculum
Curriculum materials
Teacher-curriculum materials relationship
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
title_short Marco conceitual para estudar a relação entre materiais curriculares e professores de Matemática
title_full Marco conceitual para estudar a relação entre materiais curriculares e professores de Matemática
title_fullStr Marco conceitual para estudar a relação entre materiais curriculares e professores de Matemática
title_full_unstemmed Marco conceitual para estudar a relação entre materiais curriculares e professores de Matemática
title_sort Marco conceitual para estudar a relação entre materiais curriculares e professores de Matemática
author Januario, Gilberto
author_facet Januario, Gilberto
author_role author
dc.contributor.advisor1.fl_str_mv Manrique, Ana Lucia
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4250934A3
dc.contributor.author.fl_str_mv Januario, Gilberto
contributor_str_mv Manrique, Ana Lucia
dc.subject.por.fl_str_mv Matemática - Currículo
Materiais curriculares
Prática de ensino
topic Matemática - Currículo
Materiais curriculares
Prática de ensino
Mathematics - Curriculum
Curriculum materials
Teacher-curriculum materials relationship
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
dc.subject.eng.fl_str_mv Mathematics - Curriculum
Curriculum materials
Teacher-curriculum materials relationship
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
description In this research we aimed to construct the conceptual framework that can guide the analysis of the teacher-curriculum materials of Mathematics. We developed an investigation from the perspective of theoretical research oriented by the question: What conceptual framework can guide the study concerning the relationship between curriculum materials and teachers of Mathematics? The thesis is organized in a multi-paper format, consisting of an introductory chapter, three articles and a chapter of considerations. The theoretical reference is about the discussion regarding the relationship between curriculum materials and teachers in the Mathematics Education’s area; the theories about the concepts of affordance and agency; and papers about scientific research on mathematical curriculum materials. As a result, it stands out the non-neutrality in the relation between teachers and curriculum materials by these two agents of curriculum development, evidencing the knowledge, beliefs and values of Mathematics, its teaching and the students formative course. The concepts of affordance and agency are emphasized as a framework that guides the study and understanding of the different uses of curriculum materials, as well as the displacement of the agency, sometimes in the materials (with their affordances and restrictions), or in the teachers (with their knowledge, beliefs and values); and it is evidenced the investment on changes of paradigm in the research on Mathematics curriculum materials: from descriptive questions regarding the characteristics of the materials to those that investigate correlation and causality between different phenomena related to these curriculum resources. The teacher- curriculum materials relationship requires discussion and research that takes different curriculum materials, teacher praxis and the teacher-curriculum relation as research objects for the production of knowledge. The observation of affordance and agency, as a conceptual framework discussed by us, reveals different concepts related to the interaction between teachers and curriculum materials, which demand research proposals to understand the ways in which these notions influence the interaction and potentiate the curriculum development: knowledge, beliefs and values; curriculum fidelity; curriculum insubordination; institutional context; planning set; teachers as curriculum producers; and decolonization of the curriculum
publishDate 2017
dc.date.accessioned.fl_str_mv 2017-04-17T10:47:14Z
dc.date.issued.fl_str_mv 2017-03-06
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dc.identifier.citation.fl_str_mv Januario, Gilberto. Marco conceitual para estudar a relação entre materiais curriculares e professores de Matemática. 2017. 194 f. Tese (Doutorado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/20008
identifier_str_mv Januario, Gilberto. Marco conceitual para estudar a relação entre materiais curriculares e professores de Matemática. 2017. 194 f. Tese (Doutorado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.
url https://tede2.pucsp.br/handle/handle/20008
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dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Educação Matemática
dc.publisher.initials.fl_str_mv PUC-SP
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Ciências Exatas e Tecnologia
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP
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