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: | |
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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 |
Resumo: | 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. |
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Morais Junior, EduardoNakayama, Bárbara Cristina Moreira Sicardihttp://lattes.cnpq.br/9746628149674449http://lattes.cnpq.br/883768153320583876e73fe5-ae24-430e-b45d-808114b5fe352017-01-18T17:11:03Z2017-01-18T17:11:03Z2015-12-15MORAIS JUNIOR, Eduardo. Por trás do currículo oficial, que Geometria acontece?: um estudo sobre os saberes anunciados nas narrativas de professoras dos anos iniciais do ensino fundamental. 2015. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2015. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8453.https://repositorio.ufscar.br/handle/ufscar/8453This 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.A presente pesquisa tem como objetivo identificar os saberes docentes anunciados por um grupo de professoras dos Anos Iniciais do Ensino Fundamental (1º ao 3º ano), vinculadas ao PNAIC (Pacto Nacional pela Alfabetização na Idade Certa) no ano de 2014, na cidade de Sumaré – SP, por meio do planejamento circunstanciado por uma reflexão coletiva e realização de uma atividade de geometria desenvolvida em sala de aula. Este estudo, de cunho qualitativo, se assenta na pesquisa participante, especificamente a pesquisa-ação, tendo em vista a proposta de uma intervenção no grupo pesquisado. Para a análise dos dados, produzidos pelas professoras, foi utilizada a análise de conteúdo pela própria natureza desses dados, tendo como principais marcos referenciais Bardin (1977) e Franco (2005) e para fundamentação das narrativas, que se constituem os dados desta pesquisa, nos apoiamos em Cunha (1997), Souza (2006) e Galvão (2005). A questão dos saberes docentes, que é outra vertente discutida neste trabalho, é fundamentada pelos estudos de Tardif (2011), Gauthier (1998) e demais pesquisadores que tratam da temática. A perspectiva que se adota nessa pesquisa é de um trabalho investigativo e que não se fecha no momento de análise, tendo abertura para a continuidade das reflexões que ora serão trazidas aqui. O objeto de estudo está assentado na tríade: saberes docentes, currículo e ensino de geometria, tendo como fundamentação teórica Silva (2010) nas concepções de currículo, Leme da Silva e Valente (2014), Lorenzato (2011) e Fainguelernt (1999) na reflexão sobre o ensino de geometria, bem como o desenvolvimento teórico de Piaget e Inhelder (1993) e Van Hiele (1990). Apresentamos com esta dissertação contribuições para a continuidade da discussão dos saberes docentes no contexto educacional, valorizando a voz do professor dos Anos Iniciais do Ensino Fundamental. Como conclusões, temos os saberes docentes anunciados pelas professoras decorrentes da formação profissional, bem como saberes disciplinares, curriculares e experienciais nas narrativas analisadas. Trazemos com esse estudo indicativos para formação continuada docente que dizem respeito à postura reflexiva do profissional e também o saber experiencial como um saber importante a ser considerado nas pesquisas acadêmicas e também nas próprias formações continuadas de professores.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus SorocabaPrograma de Pós-Graduação em Educação - PPGEd-SoUFSCarProfessores - formaçãoGeografia - Estudo e ensinoSaberes DocentesEnsino de GeometriaEducação MatemáticaTeachers - In-service trainingTeachers, Training ofGeography - Study and teachingTeaching knowledgeGeometry teachingMathematics EducationCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOPor trás do currículo oficial, que Geometria acontece?: um estudo sobre os saberes anunciados nas narrativas de professoras dos anos iniciais do ensino fundamentalBehind the official curriculum, which geometry happens?: a study of knowledge announced in the narratives of teachers of initial years of elementary schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline600600269fd16e-623f-40dc-81c9-a297cae0a904info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALMORAIS_JUNIOR_Eduardo_2015.pdfMORAIS_JUNIOR_Eduardo_2015.pdfapplication/pdf10941952https://repositorio.ufscar.br/bitstream/ufscar/8453/1/MORAIS_JUNIOR_Eduardo_2015.pdf4fa4446036f535fb747a8a7b4f52667bMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/8453/2/license.txtae0398b6f8b235e40ad82cba6c50031dMD52TEXTMORAIS_JUNIOR_Eduardo_2015.pdf.txtMORAIS_JUNIOR_Eduardo_2015.pdf.txtExtracted texttext/plain304589https://repositorio.ufscar.br/bitstream/ufscar/8453/3/MORAIS_JUNIOR_Eduardo_2015.pdf.txt2f49a59798bf86ce5cccc4629a72a49eMD53THUMBNAILMORAIS_JUNIOR_Eduardo_2015.pdf.jpgMORAIS_JUNIOR_Eduardo_2015.pdf.jpgIM Thumbnailimage/jpeg9202https://repositorio.ufscar.br/bitstream/ufscar/8453/4/MORAIS_JUNIOR_Eduardo_2015.pdf.jpga3198f140bb3d7936320f01bcb677ad4MD54ufscar/84532024-02-15 18:24:16.331oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222024-02-15T18:24:16Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Por trás do currículo oficial, que Geometria acontece?: um estudo sobre os saberes anunciados nas narrativas de professoras dos anos iniciais do ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
Behind the official curriculum, which geometry happens?: a study of knowledge announced in the narratives of teachers of initial years of elementary school |
title |
Por trás do currículo oficial, que Geometria acontece?: um estudo sobre os saberes anunciados nas narrativas de professoras dos anos iniciais do ensino fundamental |
spellingShingle |
Por trás do currículo oficial, que Geometria acontece?: um estudo sobre os saberes anunciados nas narrativas de professoras dos anos iniciais do ensino fundamental Morais Junior, Eduardo 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 |
title_short |
Por trás do currículo oficial, que Geometria acontece?: um estudo sobre os saberes anunciados nas narrativas de professoras dos anos iniciais do ensino fundamental |
title_full |
Por trás do currículo oficial, que Geometria acontece?: um estudo sobre os saberes anunciados nas narrativas de professoras dos anos iniciais do ensino fundamental |
title_fullStr |
Por trás do currículo oficial, que Geometria acontece?: um estudo sobre os saberes anunciados nas narrativas de professoras dos anos iniciais do ensino fundamental |
title_full_unstemmed |
Por trás do currículo oficial, que Geometria acontece?: um estudo sobre os saberes anunciados nas narrativas de professoras dos anos iniciais do ensino fundamental |
title_sort |
Por trás do currículo oficial, que Geometria acontece?: um estudo sobre os saberes anunciados nas narrativas de professoras dos anos iniciais do ensino fundamental |
author |
Morais Junior, Eduardo |
author_facet |
Morais Junior, Eduardo |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/8837681533205838 |
dc.contributor.author.fl_str_mv |
Morais Junior, Eduardo |
dc.contributor.advisor1.fl_str_mv |
Nakayama, Bárbara Cristina Moreira Sicardi |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9746628149674449 |
dc.contributor.authorID.fl_str_mv |
76e73fe5-ae24-430e-b45d-808114b5fe35 |
contributor_str_mv |
Nakayama, Bárbara Cristina Moreira Sicardi |
dc.subject.por.fl_str_mv |
Professores - formação Geografia - Estudo e ensino Saberes Docentes Ensino de Geometria Educação Matemática |
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 |
dc.subject.eng.fl_str_mv |
Teachers - In-service training Teachers, Training of Geography - Study and teaching Teaching knowledge Geometry teaching Mathematics Education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
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. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-12-15 |
dc.date.accessioned.fl_str_mv |
2017-01-18T17:11:03Z |
dc.date.available.fl_str_mv |
2017-01-18T17:11:03Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
MORAIS JUNIOR, Eduardo. Por trás do currículo oficial, que Geometria acontece?: um estudo sobre os saberes anunciados nas narrativas de professoras dos anos iniciais do ensino fundamental. 2015. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2015. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8453. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/8453 |
identifier_str_mv |
MORAIS JUNIOR, Eduardo. Por trás do currículo oficial, que Geometria acontece?: um estudo sobre os saberes anunciados nas narrativas de professoras dos anos iniciais do ensino fundamental. 2015. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2015. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8453. |
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https://repositorio.ufscar.br/handle/ufscar/8453 |
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Universidade Federal de São Carlos Câmpus Sorocaba |
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Programa de Pós-Graduação em Educação - PPGEd-So |
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Universidade Federal de São Carlos Câmpus Sorocaba |
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