Theoretical-practical relationships in mathematical training provided to Early Elementary School Teachers: old and new challenges
Autor(a) principal: | |
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Data de Publicação: | 2022 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Educação Matemática (Online) |
Texto Completo: | https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/69 |
Resumo: | Studies available in the literature have repeatedly emphasized the need of rethinking the training provided to early elementary school teachers, most specifically to Mathematics teachers. For decades, the training provided to these professionals has been a field of disputes over concepts, wherein ambiguities, contradictions and uncertainties found in the current legislation on teachers’ training in Pedagogy courses result from attempts to combine different interests. CNE/CP Resolution n. 02/2019 (BNC-Training) carries a training perspective focused on competence-based teaching, which is supported by technique and content, and compromises the theory-practice unity idea taken as social praxis. The aim of the current study is to address praxis in the mathematical training provided to early elementary school teachers, based on research conducted at State University of Piauí; such a research focused on the investigation about the theoretical-practical dimension of the training process adopted by Pedagogy courses. Interviews were conducted with teachers; a focus group was conducted with students. Based on data analysis, teachers’ training - based on the theory-practice unity perspective - contributes to reflections about the meaning of being a teacher, as well as guides future teaching professionals in their critical thinking. However, such a perspective tends to be erased by attempts to impose technical perspectives about training that were brought forward in this ‘new’ legal document. |
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Theoretical-practical relationships in mathematical training provided to Early Elementary School Teachers: old and new challengesRelaciones teórico-prácticas en la formación matemática de profesores de los años iniciales de la Educación Primaria: viejos y nuevos retosRelações teórico-práticas na formação matemática de professores dos anos iniciais do Ensino Fundamental: velhos e novos desafiosPedagogiaMatemáticaPráxisPedagogíaPraxisMatemáticasPedagogyMathematicsPraxisStudies available in the literature have repeatedly emphasized the need of rethinking the training provided to early elementary school teachers, most specifically to Mathematics teachers. For decades, the training provided to these professionals has been a field of disputes over concepts, wherein ambiguities, contradictions and uncertainties found in the current legislation on teachers’ training in Pedagogy courses result from attempts to combine different interests. CNE/CP Resolution n. 02/2019 (BNC-Training) carries a training perspective focused on competence-based teaching, which is supported by technique and content, and compromises the theory-practice unity idea taken as social praxis. The aim of the current study is to address praxis in the mathematical training provided to early elementary school teachers, based on research conducted at State University of Piauí; such a research focused on the investigation about the theoretical-practical dimension of the training process adopted by Pedagogy courses. Interviews were conducted with teachers; a focus group was conducted with students. Based on data analysis, teachers’ training - based on the theory-practice unity perspective - contributes to reflections about the meaning of being a teacher, as well as guides future teaching professionals in their critical thinking. However, such a perspective tends to be erased by attempts to impose technical perspectives about training that were brought forward in this ‘new’ legal document.La literatura específica ha sido recurrente en afirmar la necesidad de repensar la enseñanza educativa de los años iniciales de la escuela primaria, en general y, específicamente, de quienes enseñan matemáticas. La formación de estos profesionales ha constituido, durante décadas, un campo de disputas de concepciones, en el que las ambigüedades, contradicciones e indefiniciones presentes en la legislación vigente para la formación de docentes en el curso de Pedagogía reflejan intentos de integrar intereses diferentes. La Resolución CNE/CP del 02/2019 (BNC-Formación) presenta una perspectiva formativa que enfatiza la enseñanza por competencias, basada en la técnica y el contenido, comprometiendo la idea de unidad teoría-práctica, entendida como praxis social. El texto discute la praxis en la formación matemática de los docentes de los años iniciales, en el contexto de una investigación realizada en la Universidad Estadista de Piauí, que tuvo como objetivo investigar la dimensión teórico-práctica en el proceso formativo del curso de Pedagogía. La investigación utilizó entrevistas con maestros y grupos focales con estudiantes. El análisis revela que la formación docente realizada en la perspectiva de la unidad teoría y práctica contribuye a la reflexión de ser docente y guía a los futuros docentes a aprender a pensar críticamente, perspectiva que tiende a ser anulada por los intentos de imponer visiones tecnicistas de formación, traídas en este "nuevo" documento jurídico.A literatura específica tem sido recorrente em afirmar a necessidade de repensar a formação docente dos anos iniciais do ensino fundamental de modo geral e, especificamente, daqueles que ensinam Matemática. A formação desses profissionais vem se constituindo, ao longo de décadas, um campo de disputas de concepções em que as ambiguidades, contradições e indefinições presentes na legislação vigente para a formação de professores no curso de Pedagogia refletem tentativas de aliar interesses distintos. A Resolução CNE/CP nº 02/2019 (BNC-Formação) carrega uma perspectiva de formação que enfatiza o ensino por competências, pautado na técnica e no conteúdo, comprometendo a ideia de unidade teoria-prática, entendida como práxis social. O texto discute a práxis na formação matemática de professores dos anos iniciais, tendo como pano de fundo uma pesquisa conduzida na Universidade Estadual do Piauí que visou investigar a dimensão teórico-prática no processo formativo do curso de Pedagogia. A investigação fez uso de entrevistas com docentes e grupo focal com discentes. A análise revela que a formação docente conduzida na perspectiva de unidade teoria-prática contribui para a reflexão do ser professor e orienta futuros professores a apreender a pensar criticamente, uma perspectiva que tende a ser apagada pelas tentativas de imposição de visões tecnicistas de formação, trazidas nesse “novo” documento legal.Sociedade Brasileira de Educação Matemática (SBEM)2022-03-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/ziphttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/6910.37001/remat25269062v19id715Revista de Educação Matemática; Vol. 19 No. Edição Especial (2022): (Des)construções curriculares para a formação inicial de professores que ensinam matemática: desafios e cenários de possibilidades para (re)existir; e022007Revista de Educação Matemática; Vol. 19 Núm. Edição Especial (2022): (Des)construções curriculares para a formação inicial de professores que ensinam matemática: desafios e cenários de possibilidades para (re)existir; e022007Revista de Educação Matemática; v. 19 n. Edição Especial (2022): (Des)construções curriculares para a formação inicial de professores que ensinam matemática: desafios e cenários de possibilidades para (re)existir; e0220072526-9062reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/69/69https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/69/368https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/69/378https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/69/358https://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSilva, Antonia Alves Pereira daOrtigão, Maria Isabel Ramalho2023-07-16T01:54:20Zoai:ojs2.www.revistasbemsp.com.br:article/69Revistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONGhttps://www.revistasbemsp.com.br/index.php/REMat-SP/oaidouglas.tinti@unicid.edu.br2526-90621676-8868opendoar:2023-07-16T01:54:20Revista de Educação Matemática (Online) - Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF)false |
dc.title.none.fl_str_mv |
Theoretical-practical relationships in mathematical training provided to Early Elementary School Teachers: old and new challenges Relaciones teórico-prácticas en la formación matemática de profesores de los años iniciales de la Educación Primaria: viejos y nuevos retos Relações teórico-práticas na formação matemática de professores dos anos iniciais do Ensino Fundamental: velhos e novos desafios |
title |
Theoretical-practical relationships in mathematical training provided to Early Elementary School Teachers: old and new challenges |
spellingShingle |
Theoretical-practical relationships in mathematical training provided to Early Elementary School Teachers: old and new challenges Silva, Antonia Alves Pereira da Pedagogia Matemática Práxis Pedagogía Praxis Matemáticas Pedagogy Mathematics Praxis |
title_short |
Theoretical-practical relationships in mathematical training provided to Early Elementary School Teachers: old and new challenges |
title_full |
Theoretical-practical relationships in mathematical training provided to Early Elementary School Teachers: old and new challenges |
title_fullStr |
Theoretical-practical relationships in mathematical training provided to Early Elementary School Teachers: old and new challenges |
title_full_unstemmed |
Theoretical-practical relationships in mathematical training provided to Early Elementary School Teachers: old and new challenges |
title_sort |
Theoretical-practical relationships in mathematical training provided to Early Elementary School Teachers: old and new challenges |
author |
Silva, Antonia Alves Pereira da |
author_facet |
Silva, Antonia Alves Pereira da Ortigão, Maria Isabel Ramalho |
author_role |
author |
author2 |
Ortigão, Maria Isabel Ramalho |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Antonia Alves Pereira da Ortigão, Maria Isabel Ramalho |
dc.subject.por.fl_str_mv |
Pedagogia Matemática Práxis Pedagogía Praxis Matemáticas Pedagogy Mathematics Praxis |
topic |
Pedagogia Matemática Práxis Pedagogía Praxis Matemáticas Pedagogy Mathematics Praxis |
description |
Studies available in the literature have repeatedly emphasized the need of rethinking the training provided to early elementary school teachers, most specifically to Mathematics teachers. For decades, the training provided to these professionals has been a field of disputes over concepts, wherein ambiguities, contradictions and uncertainties found in the current legislation on teachers’ training in Pedagogy courses result from attempts to combine different interests. CNE/CP Resolution n. 02/2019 (BNC-Training) carries a training perspective focused on competence-based teaching, which is supported by technique and content, and compromises the theory-practice unity idea taken as social praxis. The aim of the current study is to address praxis in the mathematical training provided to early elementary school teachers, based on research conducted at State University of Piauí; such a research focused on the investigation about the theoretical-practical dimension of the training process adopted by Pedagogy courses. Interviews were conducted with teachers; a focus group was conducted with students. Based on data analysis, teachers’ training - based on the theory-practice unity perspective - contributes to reflections about the meaning of being a teacher, as well as guides future teaching professionals in their critical thinking. However, such a perspective tends to be erased by attempts to impose technical perspectives about training that were brought forward in this ‘new’ legal document. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-03-08 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/69 10.37001/remat25269062v19id715 |
url |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/69 |
identifier_str_mv |
10.37001/remat25269062v19id715 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/69/69 https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/69/368 https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/69/378 https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/69/358 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf application/zip |
dc.publisher.none.fl_str_mv |
Sociedade Brasileira de Educação Matemática (SBEM) |
publisher.none.fl_str_mv |
Sociedade Brasileira de Educação Matemática (SBEM) |
dc.source.none.fl_str_mv |
Revista de Educação Matemática; Vol. 19 No. Edição Especial (2022): (Des)construções curriculares para a formação inicial de professores que ensinam matemática: desafios e cenários de possibilidades para (re)existir; e022007 Revista de Educação Matemática; Vol. 19 Núm. Edição Especial (2022): (Des)construções curriculares para a formação inicial de professores que ensinam matemática: desafios e cenários de possibilidades para (re)existir; e022007 Revista de Educação Matemática; v. 19 n. Edição Especial (2022): (Des)construções curriculares para a formação inicial de professores que ensinam matemática: desafios e cenários de possibilidades para (re)existir; e022007 2526-9062 reponame:Revista de Educação Matemática (Online) instname:Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF) instacron:SBEM |
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Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF) |
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SBEM |
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SBEM |
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Revista de Educação Matemática (Online) |
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Revista de Educação Matemática (Online) |
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Revista de Educação Matemática (Online) - Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF) |
repository.mail.fl_str_mv |
douglas.tinti@unicid.edu.br |
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