Professores formadores dos cursos de licenciatura em matemática do estado de Minas Gerais

• Autor(a) principal: Costa, Váldina Gonçalves da
• Data de Publicação: 2009
• 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/11399
• topic: Professor formador; Licenciatura em matemática; Trabalho docente; Professores de matematica -- Formacao profissional; Professores universitarios -- Formacao profissional; Teacher trainer; Teacher training course in mathematics; Teaching; The teaching act; Teaching conditions; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

This research fits into the field that discusses teacher training in higher education, and in a special way, the work of the professor in teacher training courses. In this context, this study was guided by the following question: How do the professors of the Teacher Training Courses in Mathematics set themselves up as teacher trainers, and what are the specificities of their work? The aims of the study were: catalogue the professors in the Teacher Training Courses in Mathematics in the state of Minas Gerais, understand the work of the teacher training professor and identify the specificities that have been significant in this work. The theoretical support was found in Bourdoncle, Roldão, Altet, Dubar, Sacristán, Contreras, Paquay, Ludke and Boing when talking about the profession and the teaching act itself; in Nóvoa, Lang, Fanfani, Lamy, Jobert and Altet when discussing professionalization; and in Fanfani, Arroyo, Mancebo, Ludke and Boing when discussing about work and teaching conditions. The research field is formed by the Teacher Training Courses in Mathematics in the state of Minas Gerais, and the participants are the teacher training professors who work in them. The research happened in two phases. At the beginning of the data collection phase, the teacher training professors received a questionnaire which identified their profile and characteristics of their work. Later, interviews were carried out with seventeen teacher training professors from eight private and public institutions, aiming at understanding and identifying the specificities of their work. The teacher training professors statements were analysed concerning their personal and professional development in relation to the work in the higher education institution in which they are staff members. The research showed that the process of setting themselves up as teacher developers is dynamic and made up of different moments through which they pass along their personal and processionals walk. The results also showed that various factors, motivated by neo-liberal politics, have affected work, and the teaching condition of the subjects who were interviewed, and point to their intensification, fragmentation, isolation and control, with the illusion of a false autonomy and freedom of work. Theoretically, this thesis aims at opening up new discussions about the teaching act itself of teacher training professors in our days