Atuação de equipes gestoras para o ensino da matemática nos anos iniciais
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/11092 |
Resumo: | This research aims to identify, describe and understand the role of management teams that can favor the performance in mathematics in the initial years. For this, a qualitative research was performed, of the interpretative type. The theoretical analysis was based on the researches already carried out on the subject and in Lück (2009), Libâneo (2004), Nóvoa (1995) and used the technique of triangulation of the data with a corpus of analysis constituted from a mixed questionnaire and semi-structured interview Management teams and official documents on schools and managers. The questionnaire was applied to the management teams of six schools in the municipal Education network of Sorocaba, selected from two criteria: (1) Increasing notes in mathematics in the 2011, 2013 and 2015 editions of the Brazil test; (2) IDEB on the rise and above the target foreseen by INEP in the 2015 edition. To deepen the data, after analyzing the questionnaires, considering that the six schools were identified with actions aimed at mathematics, we opted to interview the management teams of two school units, the largest and the lowest percentages of learning considered appropriate in mathematics, according to INEP. As a result, after triangulation of data from interviews, questionnaires and documents, we found that the schools surveyed have management teams that participate in the teaching and learning process with intentional actions such as attribution of Classes of 4th and 5th years to professors with higher affinities with mathematics, continuing teacher training, planning and replanning of pedagogical actions, valuation of HTP, stimulus to clear organizational communication and collaborative work as well as financial support for projects. These actions may have contributed to the teaching of mathematics, keeping students ' performance in external assessments growing. The results also pointed to the need to offer the public power of continuing education for managers and teachers, highlighting the model that included the contributions of the group of expert trainers who worked in the municipal network. |
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Arantes, Antonio CarlosGama, Renata Prenstteterhttp://lattes.cnpq.br/4153572041829838http://lattes.cnpq.br/07868390141206495afbfaa2-cf0d-40eb-9986-822082853ba22019-03-18T18:59:37Z2019-03-18T18:59:37Z2019-02-22ARANTES, Antonio Carlos. Atuação de equipes gestoras para o ensino da matemática nos anos iniciais. 2019. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11092.https://repositorio.ufscar.br/handle/ufscar/11092This research aims to identify, describe and understand the role of management teams that can favor the performance in mathematics in the initial years. For this, a qualitative research was performed, of the interpretative type. The theoretical analysis was based on the researches already carried out on the subject and in Lück (2009), Libâneo (2004), Nóvoa (1995) and used the technique of triangulation of the data with a corpus of analysis constituted from a mixed questionnaire and semi-structured interview Management teams and official documents on schools and managers. The questionnaire was applied to the management teams of six schools in the municipal Education network of Sorocaba, selected from two criteria: (1) Increasing notes in mathematics in the 2011, 2013 and 2015 editions of the Brazil test; (2) IDEB on the rise and above the target foreseen by INEP in the 2015 edition. To deepen the data, after analyzing the questionnaires, considering that the six schools were identified with actions aimed at mathematics, we opted to interview the management teams of two school units, the largest and the lowest percentages of learning considered appropriate in mathematics, according to INEP. As a result, after triangulation of data from interviews, questionnaires and documents, we found that the schools surveyed have management teams that participate in the teaching and learning process with intentional actions such as attribution of Classes of 4th and 5th years to professors with higher affinities with mathematics, continuing teacher training, planning and replanning of pedagogical actions, valuation of HTP, stimulus to clear organizational communication and collaborative work as well as financial support for projects. These actions may have contributed to the teaching of mathematics, keeping students ' performance in external assessments growing. The results also pointed to the need to offer the public power of continuing education for managers and teachers, highlighting the model that included the contributions of the group of expert trainers who worked in the municipal network.Esta pesquisa tem como objetivo geral identificar, descrever e compreender a atuação de equipes gestoras que pode favorecer o desempenho em matemática nos anos iniciais. Para isso, foi realizada uma pesquisa qualitativa, do tipo interpretativa. A análise teórica fundamentou-se nas pesquisas já realizadas sobre o tema e em Lück (2009), Libâneo (2004), Nóvoa (1995) e utilizou a técnica de triangulação dos dados com um corpus de análise constituído a partir de questionário misto e entrevista semiestruturada com as equipes gestoras e documentos oficiais sobre as escolas e sobre os gestores. O questionário foi aplicado com as equipes gestoras de seis escolas da rede municipal de ensino de Sorocaba, selecionadas a partir de dois critérios: (1) Notas crescentes em matemática nas edições de 2011, 2013 e 2015 da Prova Brasil; (2) IDEB em ascensão e acima da meta prevista pelo INEP na edição de 2015. Para aprofundamento dos dados, após análise dos questionários, considerando que as seis escolas foram identificadas com ações voltadas à matemática, optou-se por entrevistar as equipes gestoras de duas unidades escolares, sendo a de maior e a de menor percentuais de aprendizado considerado adequado em matemática, segundo o INEP. Como resultado, após a triangulação dos dados das entrevistas, dos questionários e dos documentos, verificamos que as escolas pesquisadas possuem equipes gestoras que participam do processo de ensino e aprendizagem com ações intencionais como atribuição das turmas de 4º e 5º anos aos docentes com maiores afinidades com a matemática, formação continuada dos professores, planejamento e replanejamento de ações pedagógicas, valorização da HTP, estímulo à comunicação organizacional clara e aos trabalhos colaborativos bem como o apoio financeiro aos projetos. Estas ações podem ter contribuído com o ensino da matemática, mantendo em crescimento o desempenho dos alunos nas avaliações externas. Os resultados apontaram também a necessidade de oferecimento pelo poder público de formação continuada para gestores e professores, com destaque para o modelo que incluía as contribuições do grupo de formadores especialistas que atuava na rede municipal.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus SorocabaPrograma de Pós-Graduação em Educação - PPGEd-SoUFSCarEquipe GestoraGestão escolarMatemáticaProva BrasilManagement TeamSchool managementMathematicsBrazil TestCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMAtuação de equipes gestoras para o ensino da matemática nos anos iniciaisPerformance of management teams for the teaching of mathematics in the early yearsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline600600c5e43d3b-5b5b-4cfe-9c46-0d138bc2fd7cinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALmodelo-carta-comprovante-formulario-final Antonio.pdfmodelo-carta-comprovante-formulario-final Antonio.pdfapplication/pdf265539https://repositorio.ufscar.br/bitstream/ufscar/11092/2/modelo-carta-comprovante-formulario-final%20Antonio.pdf4d8431d7cc4cc9a44856525225e1eae1MD52ARANTESAC_UFSCar_2019_.pdfARANTESAC_UFSCar_2019_.pdfapplication/pdf1274513https://repositorio.ufscar.br/bitstream/ufscar/11092/3/ARANTESAC_UFSCar_2019_.pdf58e54f05fef2f59543c8c18892089205MD53LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Atuação de equipes gestoras para o ensino da matemática nos anos iniciais |
dc.title.alternative.por.fl_str_mv |
Performance of management teams for the teaching of mathematics in the early years |
title |
Atuação de equipes gestoras para o ensino da matemática nos anos iniciais |
spellingShingle |
Atuação de equipes gestoras para o ensino da matemática nos anos iniciais Arantes, Antonio Carlos Equipe Gestora Gestão escolar Matemática Prova Brasil Management Team School management Mathematics Brazil Test CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Atuação de equipes gestoras para o ensino da matemática nos anos iniciais |
title_full |
Atuação de equipes gestoras para o ensino da matemática nos anos iniciais |
title_fullStr |
Atuação de equipes gestoras para o ensino da matemática nos anos iniciais |
title_full_unstemmed |
Atuação de equipes gestoras para o ensino da matemática nos anos iniciais |
title_sort |
Atuação de equipes gestoras para o ensino da matemática nos anos iniciais |
author |
Arantes, Antonio Carlos |
author_facet |
Arantes, Antonio Carlos |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/0786839014120649 |
dc.contributor.author.fl_str_mv |
Arantes, Antonio Carlos |
dc.contributor.advisor1.fl_str_mv |
Gama, Renata Prenstteter |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4153572041829838 |
dc.contributor.authorID.fl_str_mv |
5afbfaa2-cf0d-40eb-9986-822082853ba2 |
contributor_str_mv |
Gama, Renata Prenstteter |
dc.subject.por.fl_str_mv |
Equipe Gestora Gestão escolar Matemática Prova Brasil Management Team School management Mathematics Brazil Test |
topic |
Equipe Gestora Gestão escolar Matemática Prova Brasil Management Team School management Mathematics Brazil Test CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
This research aims to identify, describe and understand the role of management teams that can favor the performance in mathematics in the initial years. For this, a qualitative research was performed, of the interpretative type. The theoretical analysis was based on the researches already carried out on the subject and in Lück (2009), Libâneo (2004), Nóvoa (1995) and used the technique of triangulation of the data with a corpus of analysis constituted from a mixed questionnaire and semi-structured interview Management teams and official documents on schools and managers. The questionnaire was applied to the management teams of six schools in the municipal Education network of Sorocaba, selected from two criteria: (1) Increasing notes in mathematics in the 2011, 2013 and 2015 editions of the Brazil test; (2) IDEB on the rise and above the target foreseen by INEP in the 2015 edition. To deepen the data, after analyzing the questionnaires, considering that the six schools were identified with actions aimed at mathematics, we opted to interview the management teams of two school units, the largest and the lowest percentages of learning considered appropriate in mathematics, according to INEP. As a result, after triangulation of data from interviews, questionnaires and documents, we found that the schools surveyed have management teams that participate in the teaching and learning process with intentional actions such as attribution of Classes of 4th and 5th years to professors with higher affinities with mathematics, continuing teacher training, planning and replanning of pedagogical actions, valuation of HTP, stimulus to clear organizational communication and collaborative work as well as financial support for projects. These actions may have contributed to the teaching of mathematics, keeping students ' performance in external assessments growing. The results also pointed to the need to offer the public power of continuing education for managers and teachers, highlighting the model that included the contributions of the group of expert trainers who worked in the municipal network. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-03-18T18:59:37Z |
dc.date.available.fl_str_mv |
2019-03-18T18:59:37Z |
dc.date.issued.fl_str_mv |
2019-02-22 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
ARANTES, Antonio Carlos. Atuação de equipes gestoras para o ensino da matemática nos anos iniciais. 2019. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11092. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/11092 |
identifier_str_mv |
ARANTES, Antonio Carlos. Atuação de equipes gestoras para o ensino da matemática nos anos iniciais. 2019. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11092. |
url |
https://repositorio.ufscar.br/handle/ufscar/11092 |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus Sorocaba |
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Programa de Pós-Graduação em Educação - PPGEd-So |
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UFSCar |
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Universidade Federal de São Carlos Câmpus Sorocaba |
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