Práticas declaradas por professores e gestores sobre o ensino de matemática: estudo de uma escola com alto índice na Prova Brasil
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/13481 |
Resumo: | This research has as general objective to identify and understand the declared practices of polyvalent teachers and managers about the teaching of mathematics in a municipal public school in the city of Rio Claro in the interior of the state of São Paulo, which presents high rates in external evaluations. The theoretical analysis of this work was based on the related themes on the theme and in Tardif (2014) and Gauthier (2013) on teaching knowledge, in Shulman apud Mizukami (2004) on knowledge base and in Serrazina (1999), Pais (2013) and Nacarato; Mengali; Passos (2017) on Mathematics Education in the early years. A survey of the main legal documents related to the topic was carried out. Methodologically, the study was based on the qualitative interpretative approach. The research had the voluntary participation of twelve teachers and two managers of the selected school. For this, we used as a data collection instrument mixed questionnaires and semi-structured interviews. For data analysis, we used the data triangulation technique with the intersection of information and built the following categories: continuing education in mathematics, external evaluation, development of mathematics teaching challenges and possibilities in mathematics teaching, teacher training development. As a result of the triangulation of the interview data from the questionnaires, documents and theoretical contributions, we verified the declared practices of teachers and managers presented the following indications: development of simulations, training practices involving chess, development of reading practice for the resolution of problems at the Brazil Math Test, lower teacher turnover, knowledge sharing, development of school planning based on the data acquired at Brazil Tasting, with the development of logical reasoning activities and challenges, teaching materials available within the school environment. All of these indications may have contributed to the development of mathematics education and the results of the educational unit in the Basic Education Assessment System (SAEB). We also observed in these manifestations some challenges pointed out by teachers and managers, such as the lack of mastery of the content to be taught, the absence of courses focused on the area of mathematics, lack of knowledge to deal with the target audience of Specialized Educational Assistance (AEE) and the lack of space for sharing the knowledge of the experience. The results indicate the need for a continuous training policy focused on the area of mathematics for teachers and managers in the municipal network. |
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Thomé, Roberto JeffersonGama, Renata Prenstteterhttp://lattes.cnpq.br/4153572041829838http://lattes.cnpq.br/34342532389807107054f8ab-23dd-491e-ae44-4828b31494272020-11-24T19:52:11Z2020-11-24T19:52:11Z2020-10-30THOMÉ, Roberto Jefferson. Práticas declaradas por professores e gestores sobre o ensino de matemática: estudo de uma escola com alto índice na Prova Brasil. 2020. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/13481.https://repositorio.ufscar.br/handle/ufscar/13481This research has as general objective to identify and understand the declared practices of polyvalent teachers and managers about the teaching of mathematics in a municipal public school in the city of Rio Claro in the interior of the state of São Paulo, which presents high rates in external evaluations. The theoretical analysis of this work was based on the related themes on the theme and in Tardif (2014) and Gauthier (2013) on teaching knowledge, in Shulman apud Mizukami (2004) on knowledge base and in Serrazina (1999), Pais (2013) and Nacarato; Mengali; Passos (2017) on Mathematics Education in the early years. A survey of the main legal documents related to the topic was carried out. Methodologically, the study was based on the qualitative interpretative approach. The research had the voluntary participation of twelve teachers and two managers of the selected school. For this, we used as a data collection instrument mixed questionnaires and semi-structured interviews. For data analysis, we used the data triangulation technique with the intersection of information and built the following categories: continuing education in mathematics, external evaluation, development of mathematics teaching challenges and possibilities in mathematics teaching, teacher training development. As a result of the triangulation of the interview data from the questionnaires, documents and theoretical contributions, we verified the declared practices of teachers and managers presented the following indications: development of simulations, training practices involving chess, development of reading practice for the resolution of problems at the Brazil Math Test, lower teacher turnover, knowledge sharing, development of school planning based on the data acquired at Brazil Tasting, with the development of logical reasoning activities and challenges, teaching materials available within the school environment. All of these indications may have contributed to the development of mathematics education and the results of the educational unit in the Basic Education Assessment System (SAEB). We also observed in these manifestations some challenges pointed out by teachers and managers, such as the lack of mastery of the content to be taught, the absence of courses focused on the area of mathematics, lack of knowledge to deal with the target audience of Specialized Educational Assistance (AEE) and the lack of space for sharing the knowledge of the experience. The results indicate the need for a continuous training policy focused on the area of mathematics for teachers and managers in the municipal network.Esta pesquisa tem como objetivo geral identificar e compreender as práticas declaradas de professores polivalentes e gestores sobre o ensino de matemática em uma escola pública municipal do município de Rio Claro no interior do estado de São Paulo que apresenta altos índices em avaliações externas. A análise teórica deste trabalho se baseou nos temas correlatos sobre o tema e em Tardif (2014) e Gauthier (2013) sobre os saberes docentes, em Shulman apud Mizukami (2004) sobre base de conhecimento e em Serrazina (1999), Pais (2013) e Nacarato; Mengali; Passos (2017) sobre a Educação Matemática nos anos iniciais. Foi realizado um levantamento dos principais documentos legais relacionada ao tema. Metodologicamente o estudo se fundamentou na abordagem qualitativa interpretativa. A pesquisa contou com a participação voluntária de doze professoras e duas gestoras da escola selecionada. Para isso, utilizou-se como instrumento de coleta de dados questionários mistos e entrevista semiestruturadas. Para a análise dos dados, foi utilizado à técnica de triangulação de dados com o entrecruzamento das informações e construído as seguintes categorias: formação continuada em matemática, avaliação externa, desenvolvimento do ensino de matemática desafios e possibilidades no ensino de matemática, desenvolvimento formativo docente. Como resultado da triangulação dos dados da entrevista dos questionários, dos documentos e dos aportes teórico, verificou-se as práticas declaradas dos professores e gestores apresentaram os seguintes indicativos: desenvolvimento de simulados, práticas formativa envolvendo o xadrez, desenvolvimento da prática da leitura para a resolução de problemas na Prova Brasil de Matemática, menor rotatividade de professores, compartilhamento de saberes, desenvolvimento do planejamento escolar a partir dos dados adquiridos na Prova Brasil, com o desenvolvimento de atividades de raciocínio lógico e desafios, materiais pedagógicos disponíveis dentro do ambiente escolar. Todos esses indicativos podem ter contribuído para o desenvolvimento do ensino de matemática e os resultados da unidade educacional no Sistema de Avaliação da Educação Básica (SAEB). Também observou-se nessas manifestações alguns desafios apontados pelos professores e gestores, tais como, a falta de domínio do conteúdo a ser ensinado, ausência de cursos voltados à área de matemática, falta de conhecimento para lidar com aluno público alvo do Atendimento Educacional Especializado (AEE) e a falta de espaço para o compartilhamento dos saberes da experiência. Os resultados indicam a necessidade de uma política formativa contínua voltada para a área de matemática para professores e gestores na rede municipal.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação Profissional em Educação - PPGPEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessProfessores anos iniciaisEducação MatemáticaProva BrasilTeachers early yearsMathematical EducationBrazil TestCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMPráticas declaradas por professores e gestores sobre o ensino de matemática: estudo de uma escola com alto índice na Prova BrasilPractices declared by teachers and managers on the teaching of mathematics: study of a school with a high index in Prova Brasilinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis600600c5e43d3b-5b5b-4cfe-9c46-0d138bc2fd7creponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTHOME_Roberto_Jefferson_UFSCar_2020.pdfTHOME_Roberto_Jefferson_UFSCar_2020.pdfDissertação Roberto Jefferson Thoméapplication/pdf4090820https://repositorio.ufscar.br/bitstream/ufscar/13481/2/THOME_Roberto_Jefferson_UFSCar_2020.pdfd3c72f3be3a50158a80b605cccd5ecbeMD52Carta_versão final_Roberto.pdfCarta_versão final_Roberto.pdfCarta Comprovante da Versão Final da dissertação do Robertoapplication/pdf512605https://repositorio.ufscar.br/bitstream/ufscar/13481/1/Carta_vers%c3%a3o%20final_Roberto.pdfc37b61bb7a0d50558d9f542c076d271aMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/13481/3/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD53TEXTTHOME_Roberto_Jefferson_UFSCar_2020.pdf.txtTHOME_Roberto_Jefferson_UFSCar_2020.pdf.txtExtracted texttext/plain417282https://repositorio.ufscar.br/bitstream/ufscar/13481/4/THOME_Roberto_Jefferson_UFSCar_2020.pdf.txte843cf4c42bb387b0f6bc8de7428f8e0MD54Carta_versão final_Roberto.pdf.txtCarta_versão final_Roberto.pdf.txtExtracted texttext/plain1240https://repositorio.ufscar.br/bitstream/ufscar/13481/6/Carta_vers%c3%a3o%20final_Roberto.pdf.txtbc60a213f8e1618d255cc5a856953b4bMD56THUMBNAILTHOME_Roberto_Jefferson_UFSCar_2020.pdf.jpgTHOME_Roberto_Jefferson_UFSCar_2020.pdf.jpgIM Thumbnailimage/jpeg6229https://repositorio.ufscar.br/bitstream/ufscar/13481/5/THOME_Roberto_Jefferson_UFSCar_2020.pdf.jpg102f131440e433a9b2a1386ff72be660MD55Carta_versão final_Roberto.pdf.jpgCarta_versão final_Roberto.pdf.jpgIM Thumbnailimage/jpeg12180https://repositorio.ufscar.br/bitstream/ufscar/13481/7/Carta_vers%c3%a3o%20final_Roberto.pdf.jpg4727030a66a110b655f6c86e86191051MD57ufscar/134812023-09-18 18:32:04.139oai:repositorio.ufscar.br:ufscar/13481Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:04Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Práticas declaradas por professores e gestores sobre o ensino de matemática: estudo de uma escola com alto índice na Prova Brasil |
dc.title.alternative.eng.fl_str_mv |
Practices declared by teachers and managers on the teaching of mathematics: study of a school with a high index in Prova Brasil |
title |
Práticas declaradas por professores e gestores sobre o ensino de matemática: estudo de uma escola com alto índice na Prova Brasil |
spellingShingle |
Práticas declaradas por professores e gestores sobre o ensino de matemática: estudo de uma escola com alto índice na Prova Brasil Thomé, Roberto Jefferson Professores anos iniciais Educação Matemática Prova Brasil Teachers early years Mathematical Education Brazil Test CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Práticas declaradas por professores e gestores sobre o ensino de matemática: estudo de uma escola com alto índice na Prova Brasil |
title_full |
Práticas declaradas por professores e gestores sobre o ensino de matemática: estudo de uma escola com alto índice na Prova Brasil |
title_fullStr |
Práticas declaradas por professores e gestores sobre o ensino de matemática: estudo de uma escola com alto índice na Prova Brasil |
title_full_unstemmed |
Práticas declaradas por professores e gestores sobre o ensino de matemática: estudo de uma escola com alto índice na Prova Brasil |
title_sort |
Práticas declaradas por professores e gestores sobre o ensino de matemática: estudo de uma escola com alto índice na Prova Brasil |
author |
Thomé, Roberto Jefferson |
author_facet |
Thomé, Roberto Jefferson |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/3434253238980710 |
dc.contributor.author.fl_str_mv |
Thomé, Roberto Jefferson |
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 |
7054f8ab-23dd-491e-ae44-4828b3149427 |
contributor_str_mv |
Gama, Renata Prenstteter |
dc.subject.por.fl_str_mv |
Professores anos iniciais Educação Matemática Prova Brasil |
topic |
Professores anos iniciais Educação Matemática Prova Brasil Teachers early years Mathematical Education Brazil Test CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Teachers early years Mathematical Education Brazil Test |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
This research has as general objective to identify and understand the declared practices of polyvalent teachers and managers about the teaching of mathematics in a municipal public school in the city of Rio Claro in the interior of the state of São Paulo, which presents high rates in external evaluations. The theoretical analysis of this work was based on the related themes on the theme and in Tardif (2014) and Gauthier (2013) on teaching knowledge, in Shulman apud Mizukami (2004) on knowledge base and in Serrazina (1999), Pais (2013) and Nacarato; Mengali; Passos (2017) on Mathematics Education in the early years. A survey of the main legal documents related to the topic was carried out. Methodologically, the study was based on the qualitative interpretative approach. The research had the voluntary participation of twelve teachers and two managers of the selected school. For this, we used as a data collection instrument mixed questionnaires and semi-structured interviews. For data analysis, we used the data triangulation technique with the intersection of information and built the following categories: continuing education in mathematics, external evaluation, development of mathematics teaching challenges and possibilities in mathematics teaching, teacher training development. As a result of the triangulation of the interview data from the questionnaires, documents and theoretical contributions, we verified the declared practices of teachers and managers presented the following indications: development of simulations, training practices involving chess, development of reading practice for the resolution of problems at the Brazil Math Test, lower teacher turnover, knowledge sharing, development of school planning based on the data acquired at Brazil Tasting, with the development of logical reasoning activities and challenges, teaching materials available within the school environment. All of these indications may have contributed to the development of mathematics education and the results of the educational unit in the Basic Education Assessment System (SAEB). We also observed in these manifestations some challenges pointed out by teachers and managers, such as the lack of mastery of the content to be taught, the absence of courses focused on the area of mathematics, lack of knowledge to deal with the target audience of Specialized Educational Assistance (AEE) and the lack of space for sharing the knowledge of the experience. The results indicate the need for a continuous training policy focused on the area of mathematics for teachers and managers in the municipal network. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-11-24T19:52:11Z |
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2020-11-24T19:52:11Z |
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2020-10-30 |
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info:eu-repo/semantics/publishedVersion |
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THOMÉ, Roberto Jefferson. Práticas declaradas por professores e gestores sobre o ensino de matemática: estudo de uma escola com alto índice na Prova Brasil. 2020. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/13481. |
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https://repositorio.ufscar.br/handle/ufscar/13481 |
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THOMÉ, Roberto Jefferson. Práticas declaradas por professores e gestores sobre o ensino de matemática: estudo de uma escola com alto índice na Prova Brasil. 2020. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/13481. |
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