Ações colaborativas universidade - escola: o processo de formação de professores que ensinam matemática nos anos iniciais

• Autor(a) principal: Palanch, Wagner Barbosa de Lima
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/10887
• topic: Professores que ensinam matemática; Formação inicial e contínua; Contextos colaborativos; Trabalho docente; Teachers who teach Mathematics; Initial and continuous formation; Colaborative environment; teaching work; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

Our research is inserted in the initial and continuous formation to teaching actuvity. Our goal was to analize the supports and contributions that the teacher who already teaches Mathematics and the future teacher receive when they take part of a colaborative project among University-School and also to show their learning about the teaching work due to this colaborative experience. The subjects of this research were Education and Mathematics students of UFSCar campus Sorocaba and teachers of primary and elementary degrees of schools from the city of Sorocaba. Data was collected through field observations and group interviews. Tardif, Machado, Amigues, Bueno and Clot's studies were used related to the questions about teaching work and Day, Foerste and Hargreaves's about colaborative groups. In the data analisys process we adopted two categories: Formation of teachers in colaborative context and Constitutive elements of teaching work. In the first category we could appoint the colaboration, support, experience exchange and contributions resulted from a University-School colaborative project that the subjects of our research receive, maximizing the reflection and development of different meanings about teaching work. In the second category the work was analized beyond the visible, it means to assumdornas the real work involves the thought, desired, not possible and possible works. The results show that all activity that for some reason couldn't be done are part of the job and has an importance to its comprehension in which are taken into account during the analisys of work conditions aiming to understand the relation between prescriptions and teachers' stress. The conflicts and decisive moments are part of formative process and teacher work that informa what is the prescriptions work, the work done and the real work and the colaborative action allowed, through group discutions and individual reflection, apropriation and development of critical elements, providing in this way the constitution of the teaching identity of the participants