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

Detalhes bibliográficos
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
Resumo: 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
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spelling Passos, Laurizete Ferraguthttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4770417A5Costa, Váldina Gonçalves da2016-04-27T16:58:55Z2009-09-232009-06-25Costa, Váldina Gonçalves da. Professores formadores dos cursos de licenciatura em matemática do estado de Minas Gerais. 2009. 198 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009.https://tede2.pucsp.br/handle/handle/11399This 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 daysEsta pesquisa se insere na problemática que discute a formação de professores no ensino superior e, em especial, o trabalho do professor formador nos cursos de licenciatura. Nesse contexto, este estudo foi orientado pela questão: Como os professores dos cursos de Licenciatura em Matemática se constituem como formadores de professores e quais as especificidades do seu trabalho? O estudo teve como objetivos: fazer um mapeamento dos professores formadores dos cursos de Licenciatura em Matemática do estado de Minas Gerais, compreender o trabalho do professor formador e identificar as especificidades que têm marcado esse trabalho. Os referenciais teóricos foram buscados em Bourdoncle, Roldão, Altet, Dubar, Sacristán, Contreras, Paquay, Ludke e Boing para discutir a profissão e a profissionalidade docente; em Nóvoa, Lang, Fanfani, Lamy, Jobert e Altet para discutir a profissionalização; e em Fanfani, Arroyo, Mancebo, Ludke e Boing para discutir o trabalho e a condição docente. O campo de pesquisa são os cursos de Licenciatura em Matemática do estado de Minas Gerais, tendo como participantes os professores formadores que neles atuam. A pesquisa desenvolveu-se em duas fases. Num primeiro momento da coleta de dados, foi aplicado um questionário que identificou o perfil dos professores formadores e características de seu trabalho. Posteriormente, foram realizadas entrevistas com dezessete professores formadores de oito instituições, públicas e privadas, com a intenção de compreender e identificar as especificidades do seu trabalho. Foram analisadas as narrativas dos professores formadores em relação à trajetória pessoal e profissional e em relação ao trabalho na instituição de ensino superior em que atuam. A pesquisa revelou que o processo de constituição desses professores, como formadores, é dinâmico e composto por diferentes momentos, pelos quais os sujeitos vão passando ao longo de sua trajetória pessoal e profissional. Os resultados também mostraram que vários fatores, impulsionados pelas políticas neoliberais, têm afetado o trabalho e a condição docente dos entrevistados e apontam para sua intensificação, fragmentação, isolamento e controle, com a ilusão de uma falsa autonomia e liberdade de trabalho. Teoricamente, esta tese busca trazer novas discussões acerca da profissionalidade docente dos professores formadores nos dias atuaisapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/23773/Valdina%20Goncalves%20da%20Costa.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação MatemáticaPUC-SPBREducaçãoProfessor formadorLicenciatura em matemáticaTrabalho docenteProfessores de matematica -- Formacao profissionalProfessores universitarios -- Formacao profissionalTeacher trainerTeacher training course in mathematicsTeachingThe teaching actTeaching conditionsCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAProfessores formadores dos cursos de licenciatura em matemática do estado de Minas Geraisinfo: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_SPTEXTValdina Goncalves da Costa.pdf.txtValdina Goncalves da Costa.pdf.txtExtracted texttext/plain410692https://repositorio.pucsp.br/xmlui/bitstream/handle/11399/3/Valdina%20Goncalves%20da%20Costa.pdf.txtbb40e795b296a4a0037c48d7b890714eMD53ORIGINALValdina Goncalves da Costa.pdfapplication/pdf1138439https://repositorio.pucsp.br/xmlui/bitstream/handle/11399/1/Valdina%20Goncalves%20da%20Costa.pdf9e0fbcd341d25fbeca36ca90d5b4a019MD51THUMBNAILValdina Goncalves da Costa.pdf.jpgValdina Goncalves da Costa.pdf.jpgGenerated Thumbnailimage/jpeg3984https://repositorio.pucsp.br/xmlui/bitstream/handle/11399/2/Valdina%20Goncalves%20da%20Costa.pdf.jpg81819f03891181a96ac625e7d391862aMD52handle/113992022-04-27 12:34:40.397oai:repositorio.pucsp.br:handle/11399Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T15:34:40Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.por.fl_str_mv Professores formadores dos cursos de licenciatura em matemática do estado de Minas Gerais
title Professores formadores dos cursos de licenciatura em matemática do estado de Minas Gerais
spellingShingle Professores formadores dos cursos de licenciatura em matemática do estado de Minas Gerais
Costa, Váldina Gonçalves da
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
title_short Professores formadores dos cursos de licenciatura em matemática do estado de Minas Gerais
title_full Professores formadores dos cursos de licenciatura em matemática do estado de Minas Gerais
title_fullStr Professores formadores dos cursos de licenciatura em matemática do estado de Minas Gerais
title_full_unstemmed Professores formadores dos cursos de licenciatura em matemática do estado de Minas Gerais
title_sort Professores formadores dos cursos de licenciatura em matemática do estado de Minas Gerais
author Costa, Váldina Gonçalves da
author_facet Costa, Váldina Gonçalves da
author_role author
dc.contributor.advisor1.fl_str_mv Passos, Laurizete Ferragut
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4770417A5
dc.contributor.author.fl_str_mv Costa, Váldina Gonçalves da
contributor_str_mv Passos, Laurizete Ferragut
dc.subject.por.fl_str_mv Professor formador
Licenciatura em matemática
Trabalho docente
Professores de matematica -- Formacao profissional
Professores universitarios -- Formacao profissional
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
dc.subject.eng.fl_str_mv Teacher trainer
Teacher training course in mathematics
Teaching
The teaching act
Teaching conditions
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
description 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
publishDate 2009
dc.date.available.fl_str_mv 2009-09-23
dc.date.issued.fl_str_mv 2009-06-25
dc.date.accessioned.fl_str_mv 2016-04-27T16:58:55Z
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dc.identifier.citation.fl_str_mv Costa, Váldina Gonçalves da. Professores formadores dos cursos de licenciatura em matemática do estado de Minas Gerais. 2009. 198 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/11399
identifier_str_mv Costa, Váldina Gonçalves da. Professores formadores dos cursos de licenciatura em matemática do estado de Minas Gerais. 2009. 198 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009.
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