Marco conceitual para estudar a relação entre materiais curriculares e professores de Matemática
Autor(a) principal: | |
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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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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 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
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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por |
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info:eu-repo/semantics/openAccess |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação Matemática |
dc.publisher.initials.fl_str_mv |
PUC-SP |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Ciências Exatas e Tecnologia |
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Pontifícia Universidade Católica de São Paulo |
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