Aprender a ensinar Matemática: a participação de estudantes de Pedagogia em uma Comunidade de Prática
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/20526 |
Resumo: | The theme of this research is the teaching training and the learning to teach Mathematics of students of Pedagogy when participating in a Community of Practice and accompanying the work of teachers of the initial years of the Elementary School. The focus of the observation were three Pedagogy students participating in the PUC-SP (CoP OBEDUC) core of the Observatory of Education project entitled “Collaborative Network of Practices in Teacher Training to Teach Mathematics: multiple looks, dialogues and contexts”. This thesis aims to identify the contribution of the participation in CoP OBEDUC for the formative process of these students of Pedagogy to teach Mathematics in the initial years of Elementary School. This study is inserted in the context of social learning theory, which considers social participation as an element that promotes learning. It was used the concept of Community of Practice (Etienne Wenger), which integrates the necessary elements to characterize social participation as a process of learning and knowing. The concept of Community of Practice considers these elements – meaning, practice, community and identity – to be deeply intertwined and mutually defining. For this purpose, actions were taken to observe the contribution of practice in the teaching education of the research, considering their experience in CoP OBEDUC. It was proposed an intervention in the classroom, of elaborating a Mathematics task to be developed in pairs formed by a student of Pedagogy and a teacher of the initial years of Elementary School. The process took place in four stages, inspired by the processes of self-confrontation and cross-self-confrontation (Yves Clot), all of them recorded in audio and video, which included the planning of the action, the development of the task in classroom, together with the teacher of the class, a meeting of confrontation for each pair and a general meeting with the participation of members of CoP OBEDUC, the latter two with the analysis of the scenes from the first two. All this process has contributed to teaching training and has promoted learning of teaching to teach Mathematics. The students have felt themselves inserted, identified with the profession, an evidence of the constitution of teaching identity. It was considered that these learning has occurred due to the set of experiences lived during the period in which they participated in CoP OBEDUC and by the influence of the multiple experiences to which they have been exposed during the considered period. The results indicate that the participation in CoP OBEDUC has allowed the reflection and the interaction with peers, promoting teaching learning of both students and experienced teachers, the negotiation of meanings generated in the dual movement of participation and reification, by the constitution of teacher identity and by practice |
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Manrique, Ana Luciahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4215751T0Lacerda, Sara Miranda de2017-10-20T14:04:45Z2017-09-12Lacerda, Sara Miranda de. Aprender a ensinar Matemática: a participação de estudantes de Pedagogia em uma Comunidade de Prática. 2017. 210 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/20526The theme of this research is the teaching training and the learning to teach Mathematics of students of Pedagogy when participating in a Community of Practice and accompanying the work of teachers of the initial years of the Elementary School. The focus of the observation were three Pedagogy students participating in the PUC-SP (CoP OBEDUC) core of the Observatory of Education project entitled “Collaborative Network of Practices in Teacher Training to Teach Mathematics: multiple looks, dialogues and contexts”. This thesis aims to identify the contribution of the participation in CoP OBEDUC for the formative process of these students of Pedagogy to teach Mathematics in the initial years of Elementary School. This study is inserted in the context of social learning theory, which considers social participation as an element that promotes learning. It was used the concept of Community of Practice (Etienne Wenger), which integrates the necessary elements to characterize social participation as a process of learning and knowing. The concept of Community of Practice considers these elements – meaning, practice, community and identity – to be deeply intertwined and mutually defining. For this purpose, actions were taken to observe the contribution of practice in the teaching education of the research, considering their experience in CoP OBEDUC. It was proposed an intervention in the classroom, of elaborating a Mathematics task to be developed in pairs formed by a student of Pedagogy and a teacher of the initial years of Elementary School. The process took place in four stages, inspired by the processes of self-confrontation and cross-self-confrontation (Yves Clot), all of them recorded in audio and video, which included the planning of the action, the development of the task in classroom, together with the teacher of the class, a meeting of confrontation for each pair and a general meeting with the participation of members of CoP OBEDUC, the latter two with the analysis of the scenes from the first two. All this process has contributed to teaching training and has promoted learning of teaching to teach Mathematics. The students have felt themselves inserted, identified with the profession, an evidence of the constitution of teaching identity. It was considered that these learning has occurred due to the set of experiences lived during the period in which they participated in CoP OBEDUC and by the influence of the multiple experiences to which they have been exposed during the considered period. The results indicate that the participation in CoP OBEDUC has allowed the reflection and the interaction with peers, promoting teaching learning of both students and experienced teachers, the negotiation of meanings generated in the dual movement of participation and reification, by the constitution of teacher identity and by practiceO tema desta pesquisa é a aprendizagem para a docência e para o ensino de Matemática de estudantes de Pedagogia ao participarem de uma Comunidade de Prática e ao acompanharem o trabalho de professores dos anos iniciais do Ensino Fundamental. O foco da observação foram três estudantes de Pedagogia participantes do núcleo da PUC-SP (CoP OBEDUC) do projeto do Observatório da Educação intitulado “Rede Colaborativa de Práticas na Formação de Professores que ensinam Matemática: múltiplos olhares, diálogos e contextos”. Esta tese tem por objetivo identificar a contribuição da participação na CoP OBEDUC para o processo formativo dessas estudantes de Pedagogia para ensinar Matemática nos anos iniciais do Ensino Fundamental. Este estudo está inserido no contexto da teoria social de aprendizagem, que considera a participação social como elemento que promove aprendizagem. Utiliza-se o conceito de Comunidade de Prática (Etienne Wenger), que integra elementos necessários para caracterizar a participação social como um processo de aprender e conhecer. O conceito de Comunidade de Prática considera que esses elementos - significado, prática, comunidade e identidade - estão profundamente interligados e se definem mutuamente. Para isso, foram empreendidas ações para observar a contribuição da prática na formação docente dos sujeitos da pesquisa, considerando sua vivência na CoP OBEDUC. Foi proposta uma intervenção em sala de aula, de elaboração de uma tarefa de Matemática para ser desenvolvida em duplas formadas por uma estudante de Pedagogia e um professor dos anos iniciais do Ensino Fundamental. O procedimentoo ocorreu em quatro etapas, com inspiração nos processos de autoconfrontação e autoconfrontação cruzada (Yves Clot), todas gravadas em áudio e vídeo, em que estavam previstos o planejamento da ação, o desenvolvimento da tarefa em sala de aula, em conjunto com o professor regente, uma reunião de confrontação para cada dupla e uma reunião geral com a participação dos membros da CoP OBEUDC, essas duas últimas com a análise de cenas das duas primeiras. Todo esse processo contribuiu para a formação docente e promoveu aprendizagem da docência e para ensinar Matemática. As estudantes se sentiram inseridas, identificando-se com a profissão, uma evidência da constituição da identidade docente. Considera-se que esses aprendizados ocorreram devido ao conjunto de experiências vivenciadas ao longo do período em que participaram da CoP OBEDUC e pela influência das múltiplas experiências a que estiveram expostas no período considerado. Os resultados indicam que a participação na CoP OBEDUC possibilitou a reflexão e a interlocução com os pares, promovendo aprendizagem da docência tanto das estudantes como dos professores experientes, pela negociação de significados gerada no movimento dual de participação e reificação, pela constituição da identidade docente e pela práticaCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESFundação São Paulo - FUNDASPapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/43698/Sara%20Miranda%20de%20Lacerda.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação MatemáticaPUC-SPBrasilFaculdade de Ciências Exatas e TecnologiaProfessores de Matemática - Formação profissionalComunidade de PráticaMatemática - Estudo e ensinoTeachers of Mathematics - Vocational trainingCommunity of PracticeMathematics - Study and teachingCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAAprender a ensinar Matemática: a participação de estudantes de Pedagogia em uma Comunidade de PráticaLearning to teach Mathematics: the participation of students of Pedagogy in a Community of Practiceinfo: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_SPTEXTSara Miranda de Lacerda.pdf.txtSara Miranda de Lacerda.pdf.txtExtracted texttext/plain466886https://repositorio.pucsp.br/xmlui/bitstream/handle/20526/4/Sara%20Miranda%20de%20Lacerda.pdf.txtb6d0ffc1bab88c503df038fa0ec766f5MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Aprender a ensinar Matemática: a participação de estudantes de Pedagogia em uma Comunidade de Prática |
dc.title.alternative.eng.fl_str_mv |
Learning to teach Mathematics: the participation of students of Pedagogy in a Community of Practice |
title |
Aprender a ensinar Matemática: a participação de estudantes de Pedagogia em uma Comunidade de Prática |
spellingShingle |
Aprender a ensinar Matemática: a participação de estudantes de Pedagogia em uma Comunidade de Prática Lacerda, Sara Miranda de Professores de Matemática - Formação profissional Comunidade de Prática Matemática - Estudo e ensino Teachers of Mathematics - Vocational training Community of Practice Mathematics - Study and teaching CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
Aprender a ensinar Matemática: a participação de estudantes de Pedagogia em uma Comunidade de Prática |
title_full |
Aprender a ensinar Matemática: a participação de estudantes de Pedagogia em uma Comunidade de Prática |
title_fullStr |
Aprender a ensinar Matemática: a participação de estudantes de Pedagogia em uma Comunidade de Prática |
title_full_unstemmed |
Aprender a ensinar Matemática: a participação de estudantes de Pedagogia em uma Comunidade de Prática |
title_sort |
Aprender a ensinar Matemática: a participação de estudantes de Pedagogia em uma Comunidade de Prática |
author |
Lacerda, Sara Miranda de |
author_facet |
Lacerda, Sara Miranda de |
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=K4215751T0 |
dc.contributor.author.fl_str_mv |
Lacerda, Sara Miranda de |
contributor_str_mv |
Manrique, Ana Lucia |
dc.subject.por.fl_str_mv |
Professores de Matemática - Formação profissional Comunidade de Prática Matemática - Estudo e ensino |
topic |
Professores de Matemática - Formação profissional Comunidade de Prática Matemática - Estudo e ensino Teachers of Mathematics - Vocational training Community of Practice Mathematics - Study and teaching CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.eng.fl_str_mv |
Teachers of Mathematics - Vocational training Community of Practice Mathematics - Study and teaching |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
The theme of this research is the teaching training and the learning to teach Mathematics of students of Pedagogy when participating in a Community of Practice and accompanying the work of teachers of the initial years of the Elementary School. The focus of the observation were three Pedagogy students participating in the PUC-SP (CoP OBEDUC) core of the Observatory of Education project entitled “Collaborative Network of Practices in Teacher Training to Teach Mathematics: multiple looks, dialogues and contexts”. This thesis aims to identify the contribution of the participation in CoP OBEDUC for the formative process of these students of Pedagogy to teach Mathematics in the initial years of Elementary School. This study is inserted in the context of social learning theory, which considers social participation as an element that promotes learning. It was used the concept of Community of Practice (Etienne Wenger), which integrates the necessary elements to characterize social participation as a process of learning and knowing. The concept of Community of Practice considers these elements – meaning, practice, community and identity – to be deeply intertwined and mutually defining. For this purpose, actions were taken to observe the contribution of practice in the teaching education of the research, considering their experience in CoP OBEDUC. It was proposed an intervention in the classroom, of elaborating a Mathematics task to be developed in pairs formed by a student of Pedagogy and a teacher of the initial years of Elementary School. The process took place in four stages, inspired by the processes of self-confrontation and cross-self-confrontation (Yves Clot), all of them recorded in audio and video, which included the planning of the action, the development of the task in classroom, together with the teacher of the class, a meeting of confrontation for each pair and a general meeting with the participation of members of CoP OBEDUC, the latter two with the analysis of the scenes from the first two. All this process has contributed to teaching training and has promoted learning of teaching to teach Mathematics. The students have felt themselves inserted, identified with the profession, an evidence of the constitution of teaching identity. It was considered that these learning has occurred due to the set of experiences lived during the period in which they participated in CoP OBEDUC and by the influence of the multiple experiences to which they have been exposed during the considered period. The results indicate that the participation in CoP OBEDUC has allowed the reflection and the interaction with peers, promoting teaching learning of both students and experienced teachers, the negotiation of meanings generated in the dual movement of participation and reification, by the constitution of teacher identity and by practice |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-10-20T14:04:45Z |
dc.date.issued.fl_str_mv |
2017-09-12 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Lacerda, Sara Miranda de. Aprender a ensinar Matemática: a participação de estudantes de Pedagogia em uma Comunidade de Prática. 2017. 210 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/20526 |
identifier_str_mv |
Lacerda, Sara Miranda de. Aprender a ensinar Matemática: a participação de estudantes de Pedagogia em uma Comunidade de Prática. 2017. 210 f. Tese (Doutorado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017. |
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https://tede2.pucsp.br/handle/handle/20526 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação Matemática |
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PUC-SP |
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Brasil |
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Faculdade de Ciências Exatas e Tecnologia |
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Pontifícia Universidade Católica de São Paulo |
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