Narrativas de professoras formadoras que ensinam matemática em cursos de pedagogia: formação, identidade e tensões no campo da docência e da pesquisa
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/18526 |
Resumo: | This research pertains to a master's thesis affiliated with the Postgraduate Program in Education (PPGE), within the research line "Science and Mathematics Education" at the Federal University of São Carlos (UFSCar), and it is part of the "MANCALA – Group of Studies and Research in Mathematics Education, Culture, and Teacher Education" (CNPq). The ongoing investigation had the overarching objective of comprehending the constitution of the professional identity of female teachers who teach Mathematics in Pedagogy undergraduate programs, along with their tensions within the fields of teaching and research. To achieve this, after identifying collaborating educators who are graduates of stricto sensu postgraduate programs in the areas of "Education" and "Teaching" in São Paulo state, the narrative interview method proposed by German sociologist Fritz Schütze was adopted as the data production instrument. Thus, in pursuit of the stated objective, narratives of three educators, who are both pedagogues and doctors and have developed their professional identities over the course of their journeys as mathematics educators, were validated. In terms of results, utilizing the six steps proposed by Schütze, the analyses reveal the following outcomes: 1) Impact of Positive Training Experiences on Professional Identity: the trainers demonstrated that positive experiences with teachers in Basic Education were crucial for Mathematics to become their preferred subject. This highlights the influence of interpersonal relationships in the formation of the professional identity of pedagogues and shows the importance of support and encouragement at the beginning of their trajectories; 2) Challenges and Tensions of Insertion in the Field of Mathematics Education: the trainers' narratives revealed challenges and tensions faced when entering the field of Mathematics Education, such as questions about their training and capacity. This result highlights the importance of discussing and overcoming these barriers, from the initial training of teachers; 3) Reflections of Teaching Practice and Career Development for the Constitution of Identity: the challenging experiences faced by teachers in the field of Mathematics Education were fundamental to strengthen their professional identities. This suggests that overcoming obstacles can result in a more solid and authentic identity as mathematics educators, which has implications for the training and professional development of other educators. In summary, the work with narratives contributed, in the specific case of this study, so that these professionals could tell their life stories under the aegis of being a teacher in Higher Education. |
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Santos, Cicero AugustoCiríaco, Klinger Teodorohttp://lattes.cnpq.br/2947929641568853http://lattes.cnpq.br/7906555498582315https://orcid.org/0000-0002-2849-3981https://orcid.org/0000-0003-1694-851Xb110aea6-4a97-4a64-9128-0534788e1ba92023-09-06T12:30:16Z2023-09-06T12:30:16Z2023-08-25SANTOS, Cicero Augusto. Narrativas de professoras formadoras que ensinam matemática em cursos de pedagogia: formação, identidade e tensões no campo da docência e da pesquisa. 2023. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/18526.https://repositorio.ufscar.br/handle/ufscar/18526This research pertains to a master's thesis affiliated with the Postgraduate Program in Education (PPGE), within the research line "Science and Mathematics Education" at the Federal University of São Carlos (UFSCar), and it is part of the "MANCALA – Group of Studies and Research in Mathematics Education, Culture, and Teacher Education" (CNPq). The ongoing investigation had the overarching objective of comprehending the constitution of the professional identity of female teachers who teach Mathematics in Pedagogy undergraduate programs, along with their tensions within the fields of teaching and research. To achieve this, after identifying collaborating educators who are graduates of stricto sensu postgraduate programs in the areas of "Education" and "Teaching" in São Paulo state, the narrative interview method proposed by German sociologist Fritz Schütze was adopted as the data production instrument. Thus, in pursuit of the stated objective, narratives of three educators, who are both pedagogues and doctors and have developed their professional identities over the course of their journeys as mathematics educators, were validated. In terms of results, utilizing the six steps proposed by Schütze, the analyses reveal the following outcomes: 1) Impact of Positive Training Experiences on Professional Identity: the trainers demonstrated that positive experiences with teachers in Basic Education were crucial for Mathematics to become their preferred subject. This highlights the influence of interpersonal relationships in the formation of the professional identity of pedagogues and shows the importance of support and encouragement at the beginning of their trajectories; 2) Challenges and Tensions of Insertion in the Field of Mathematics Education: the trainers' narratives revealed challenges and tensions faced when entering the field of Mathematics Education, such as questions about their training and capacity. This result highlights the importance of discussing and overcoming these barriers, from the initial training of teachers; 3) Reflections of Teaching Practice and Career Development for the Constitution of Identity: the challenging experiences faced by teachers in the field of Mathematics Education were fundamental to strengthen their professional identities. This suggests that overcoming obstacles can result in a more solid and authentic identity as mathematics educators, which has implications for the training and professional development of other educators. In summary, the work with narratives contributed, in the specific case of this study, so that these professionals could tell their life stories under the aegis of being a teacher in Higher Education.Esta pesquisa refere-se à um trabalho de mestrado, vinculado ao Programa de Pós-Graduação em Educação (PPGE), linha de pesquisa "Educação em Ciências e Matemática" da Universidade Federal de São Carlos (UFSCar), que integra o "MANCALA – Grupo de Estudos e Pesquisas em Educação Matemática, Cultura e Formação Docente" (CNPq). A investigação teve como objetivo geral compreender a constituição da identidade profissional de professoras que ensinam Matemática em cursos de licenciatura em Pedagogia, bem como suas tensões no campo da docência e da pesquisa. Para este fim, após a identificação das formadoras colaboradas, que são egressas de programas de pós-graduação stricto sensu paulistas das áreas de "Educação" e "Ensino", adotamos como instrumento de produção de dados o método da entrevista narrativa proposto pelo sociólogo alemão Fritz Schütze. Dessa maneira, para atingir ao objetivo proposto, validamo-nos de narrativas de três formadoras, as quais são pedagogas e doutoras que constituíram suas identidades profissionais no decorrer de suas trajetórias como educadoras matemáticas. Em relação aos resultados, ao recorrer aos seis passos propostos por Schütze, as análises apontaram os seguintes pontos: 1) Impacto das Experiências Positivas de Formação na Identidade Profissional: as formadoras demonstraram que experiências positivas com professores na Educação Básica foram cruciais para que a Matemática fosse sua disciplina preferida. Isso destaca a influência das relações interpessoais na formação da identidade profissional das pedagogas e apresenta a importância do apoio e do incentivo no início de suas trajetórias; 2) Desafios e Tensões da Inserção no Campo da Educação Matemática: as narrativas revelaram desafios e tensões enfrentados ao ingressar no campo da Educação Matemática, como questionamentos sobre sua formação e capacidade. Esse resultado destaca a importância de discutir e superar essas barreiras, desde a formação inicial de professores; 3) Reflexos da Prática Docente e do Desenvolvimento na Carreira para a Constituição da Identidade: as experiências desafiadoras, enfrentadas pelas formadoras no campo da Educação Matemática, foram fundamentais para fortalecer suas identidades profissionais. Isso sugere que superar obstáculos pode resultar em uma identidade mais sólida e autêntica como educadoras matemáticas, o que tem implicações para a formação e desenvolvimento profissional de outros educadores(as). Em síntese, o trabalho com narrativas contribuiu, no caso específico deste estudo, para que essas profissionais pudessem contar suas histórias de vida sob a égide do ser professora no Ensino Superior.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)88887.816439/2023-00porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessNarrativasEducação matemáticaFormação de formadoresNarrativesMathematics educationForming educatorsCIENCIAS HUMANAS::EDUCACAONarrativas de professoras formadoras que ensinam matemática em cursos de pedagogia: formação, identidade e tensões no campo da docência e da pesquisaNarratives of teacher educators who teach mathematics in pedagogy courses: formation, identity, and tensions in the field of teaching and researchinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis600600fa8319b5-51ad-408c-9dcc-53af0626dcd1reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissertação_Cicero Augusto dos Santos_PPGE-UFSCar_versão final....pdfDissertação_Cicero Augusto dos Santos_PPGE-UFSCar_versão final....pdfDissertação de Mestradoapplication/pdf2080273https://repositorio.ufscar.br/bitstream/ufscar/18526/1/Disserta%c3%a7%c3%a3o_Cicero%20Augusto%20dos%20Santos_PPGE-UFSCar_vers%c3%a3o%20final....pdfcd6f7c20568ffc8c5e9635ebf3a50c7bMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8810https://repositorio.ufscar.br/bitstream/ufscar/18526/2/license_rdff337d95da1fce0a22c77480e5e9a7aecMD52TEXTDissertação_Cicero Augusto dos Santos_PPGE-UFSCar_versão final....pdf.txtDissertação_Cicero Augusto dos Santos_PPGE-UFSCar_versão final....pdf.txtExtracted texttext/plain364812https://repositorio.ufscar.br/bitstream/ufscar/18526/3/Disserta%c3%a7%c3%a3o_Cicero%20Augusto%20dos%20Santos_PPGE-UFSCar_vers%c3%a3o%20final....pdf.txt9c6b35494a99677f48554ed5852d5cbcMD53ufscar/185262024-05-14 18:31:00.306oai:repositorio.ufscar.br:ufscar/18526Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222024-05-14T18:31Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Narrativas de professoras formadoras que ensinam matemática em cursos de pedagogia: formação, identidade e tensões no campo da docência e da pesquisa |
dc.title.alternative.eng.fl_str_mv |
Narratives of teacher educators who teach mathematics in pedagogy courses: formation, identity, and tensions in the field of teaching and research |
title |
Narrativas de professoras formadoras que ensinam matemática em cursos de pedagogia: formação, identidade e tensões no campo da docência e da pesquisa |
spellingShingle |
Narrativas de professoras formadoras que ensinam matemática em cursos de pedagogia: formação, identidade e tensões no campo da docência e da pesquisa Santos, Cicero Augusto Narrativas Educação matemática Formação de formadores Narratives Mathematics education Forming educators CIENCIAS HUMANAS::EDUCACAO |
title_short |
Narrativas de professoras formadoras que ensinam matemática em cursos de pedagogia: formação, identidade e tensões no campo da docência e da pesquisa |
title_full |
Narrativas de professoras formadoras que ensinam matemática em cursos de pedagogia: formação, identidade e tensões no campo da docência e da pesquisa |
title_fullStr |
Narrativas de professoras formadoras que ensinam matemática em cursos de pedagogia: formação, identidade e tensões no campo da docência e da pesquisa |
title_full_unstemmed |
Narrativas de professoras formadoras que ensinam matemática em cursos de pedagogia: formação, identidade e tensões no campo da docência e da pesquisa |
title_sort |
Narrativas de professoras formadoras que ensinam matemática em cursos de pedagogia: formação, identidade e tensões no campo da docência e da pesquisa |
author |
Santos, Cicero Augusto |
author_facet |
Santos, Cicero Augusto |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/7906555498582315 |
dc.contributor.authororcid.por.fl_str_mv |
https://orcid.org/0000-0002-2849-3981 |
dc.contributor.advisor1orcid.por.fl_str_mv |
https://orcid.org/0000-0003-1694-851X |
dc.contributor.author.fl_str_mv |
Santos, Cicero Augusto |
dc.contributor.advisor1.fl_str_mv |
Ciríaco, Klinger Teodoro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2947929641568853 |
dc.contributor.authorID.fl_str_mv |
b110aea6-4a97-4a64-9128-0534788e1ba9 |
contributor_str_mv |
Ciríaco, Klinger Teodoro |
dc.subject.por.fl_str_mv |
Narrativas Educação matemática Formação de formadores |
topic |
Narrativas Educação matemática Formação de formadores Narratives Mathematics education Forming educators CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Narratives Mathematics education Forming educators |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research pertains to a master's thesis affiliated with the Postgraduate Program in Education (PPGE), within the research line "Science and Mathematics Education" at the Federal University of São Carlos (UFSCar), and it is part of the "MANCALA – Group of Studies and Research in Mathematics Education, Culture, and Teacher Education" (CNPq). The ongoing investigation had the overarching objective of comprehending the constitution of the professional identity of female teachers who teach Mathematics in Pedagogy undergraduate programs, along with their tensions within the fields of teaching and research. To achieve this, after identifying collaborating educators who are graduates of stricto sensu postgraduate programs in the areas of "Education" and "Teaching" in São Paulo state, the narrative interview method proposed by German sociologist Fritz Schütze was adopted as the data production instrument. Thus, in pursuit of the stated objective, narratives of three educators, who are both pedagogues and doctors and have developed their professional identities over the course of their journeys as mathematics educators, were validated. In terms of results, utilizing the six steps proposed by Schütze, the analyses reveal the following outcomes: 1) Impact of Positive Training Experiences on Professional Identity: the trainers demonstrated that positive experiences with teachers in Basic Education were crucial for Mathematics to become their preferred subject. This highlights the influence of interpersonal relationships in the formation of the professional identity of pedagogues and shows the importance of support and encouragement at the beginning of their trajectories; 2) Challenges and Tensions of Insertion in the Field of Mathematics Education: the trainers' narratives revealed challenges and tensions faced when entering the field of Mathematics Education, such as questions about their training and capacity. This result highlights the importance of discussing and overcoming these barriers, from the initial training of teachers; 3) Reflections of Teaching Practice and Career Development for the Constitution of Identity: the challenging experiences faced by teachers in the field of Mathematics Education were fundamental to strengthen their professional identities. This suggests that overcoming obstacles can result in a more solid and authentic identity as mathematics educators, which has implications for the training and professional development of other educators. In summary, the work with narratives contributed, in the specific case of this study, so that these professionals could tell their life stories under the aegis of being a teacher in Higher Education. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-09-06T12:30:16Z |
dc.date.available.fl_str_mv |
2023-09-06T12:30:16Z |
dc.date.issued.fl_str_mv |
2023-08-25 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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SANTOS, Cicero Augusto. Narrativas de professoras formadoras que ensinam matemática em cursos de pedagogia: formação, identidade e tensões no campo da docência e da pesquisa. 2023. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/18526. |
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https://repositorio.ufscar.br/handle/ufscar/18526 |
identifier_str_mv |
SANTOS, Cicero Augusto. Narrativas de professoras formadoras que ensinam matemática em cursos de pedagogia: formação, identidade e tensões no campo da docência e da pesquisa. 2023. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/18526. |
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Universidade Federal de São Carlos Câmpus São Carlos |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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