Por trás do currículo oficial, que Geometria acontece?: um estudo sobre os saberes anunciados nas narrativas de professoras dos anos iniciais do ensino fundamental

• Autor(a) principal: Morais Junior, Eduardo
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/8453
• topic: Professores - formação; Geografia - Estudo e ensino; Saberes Docentes; Ensino de Geometria; Educação Matemática; Teachers - In-service training; Teachers, Training of; Geography - Study and teaching; Teaching knowledge; Geometry teaching; Mathematics Education; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

This research aims to identify the teacher's knowledge announced by a group of teachers Initial Years of elementary school (1st to 3rd grade), linked to PNAIC (National Pact for Literacy Certain Age) in 2014 in the city of Sumaré - SP, through the detailed planning by a collective reflection and realization of a geometry activity developed in the classroom. This study, of qualitative nature, are based on participatory research, specifically action research, in view of the proposal for an intervention in the group studied. For the analysis of data produced by the teachers, the content analysis by the very nature of such data was used, the main landmarks references Bardin (1977) and Franco (2005) and for reasons of narrative, which constitute the data from this survey, we rely on Cunha (1997), Souza (2006) and Galvão (2005). The issue of teaching knowledge which is another aspect discussed in this work is grounded by the studies of Tardif (2011), Gauthier (1998) and other researchers dealing with the subject. The perspective is adopted in this research is an investigative work and that does not close at the time of analysis, and opening to the continuity of the reflections that now will be brought here. The object of study is seated in the triad: teaching knowledge, curriculum and teaching of geometry, with the theoretical foundation Silva (2010) in the curriculum conceptions, Leme da Silva and Valente (2014), Lorenzato (2011) and Fainguelernt (1999) in thinking about the geometry of education as well as the theoretical development of Piaget and Inhelder (1993) and Van Hiele (1990). Presented with this dissertation contributions to the continued discussion of teaching knowledge in the educational context, valuing the voice of the teacher of Primary Education Years Initials. As conclusions, we have the teaching knowledge arising announced by the teachers of vocational training, as well as disciplinary, curricular and experiential knowledge in the analyzed narratives. We bring to this indicative study for teacher continuing education concerning the reflective professional attitude and also to learn experiential as knowledge important to be considered in academic research as well as in their own continuing education of teachers.