PERSPECTIVES FOR TEACHER TRAINING IN THE WORKS OF MATHEMATICS FAIRS: A LOOK AT THE TEACHER CATEGORY

Detalhes bibliográficos
Autor(a) principal: Scheller, Morgana
Data de Publicação: 2021
Outros Autores: Gonçalves, Araceli
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/2245
Resumo: Teacher training in Brazil has been the focus on interest and research since the recent decades and has been contributed to the understanding and advancement of the area. However, when its direction moves towards Mathematics Fairs, research is still incipient. In order to contribute for this data change, the present study is the result of a qualitative research centered on the problem: what teacher training perspectives can be revealed from the written texts from works presented in the category Santa Catarina’s teachers at Math Fairs? For this purpose, the corpus of analysis consisted of 38 publications registered from the event annals, relating to the category Teacher, for the period from 2014 to 2019. The descriptive and interpretative analysis of the corpus revealed that there are different perspectives for teacher training: one is more prominently, closer to practical rationality; another is more related to critical rationality; and, finally, a third one that is related to technical rationality. Therefore, it is possible to evidence a tendency of the lecturing teacher to report practices, which seeks to overcome the traditional, prominently valuing the actions from their own successful experiences, but also with a view from the praxis. We conclude by indicating the relevance of discussions in the scope of the Math Fair about the implications of each identified training perspectives, as well as suggesting problematizing the Teacher category.
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spelling PERSPECTIVES FOR TEACHER TRAINING IN THE WORKS OF MATHEMATICS FAIRS: A LOOK AT THE TEACHER CATEGORYPERSPECTIVAS PARA LA FORMACIÓN DE PROFESORES EN LAS OBRAS DE LAS FERIAS DE MATEMÁTICAS: UNA MIRADA A LA CATEGORÍA DE PROFESORESPERSPECTIVAS DE FORMAÇÃO DE PROFESSORES NOS TRABALHOS DAS FEIRAS CATARINENSE DE MATEMÁTICA: UM OLHAR PARA A CATEGORIA PROFESSORMovimento em Rede de Feiras de Matemáticaformação de professoresconcepção de formaçãoMovement in mathematics fairs networkteacher educationteachers' conceptionsMovement in mathematics fairs network teacher educationMovimiento en la Red de Ferias de Matemáticasformación de profesoresconcepciones de la formación.Teacher training in Brazil has been the focus on interest and research since the recent decades and has been contributed to the understanding and advancement of the area. However, when its direction moves towards Mathematics Fairs, research is still incipient. In order to contribute for this data change, the present study is the result of a qualitative research centered on the problem: what teacher training perspectives can be revealed from the written texts from works presented in the category Santa Catarina’s teachers at Math Fairs? For this purpose, the corpus of analysis consisted of 38 publications registered from the event annals, relating to the category Teacher, for the period from 2014 to 2019. The descriptive and interpretative analysis of the corpus revealed that there are different perspectives for teacher training: one is more prominently, closer to practical rationality; another is more related to critical rationality; and, finally, a third one that is related to technical rationality. Therefore, it is possible to evidence a tendency of the lecturing teacher to report practices, which seeks to overcome the traditional, prominently valuing the actions from their own successful experiences, but also with a view from the praxis. We conclude by indicating the relevance of discussions in the scope of the Math Fair about the implications of each identified training perspectives, as well as suggesting problematizing the Teacher category.La formación de docentes en el Brasil ha sido el foco de interés e investigación en las últimas décadas y ha contribuido a la comprensión y el avance del área. Sin embargo, cuando su rumbo se dirige hacia las Ferias de Matemáticas, dicha investigación aún es incipiente. Para contribuir a que estos datos cambien, el presente estudio es el resultado de una investigación cualitativa centrada en la problemática: ¿qué perspectivas de la formación docente se pueden revelar a partir de los textos escritos resultantes de los trabajos presentados en la categoría Profesor en las Ferias de Matemáticas de Santa Catarina¿ Para ello, el corpus de análisis estuvo conformado por 38 publicaciones inscritas en los anales del evento, relacionadas con la categoría Profesor, con respecto al período de 2014 a 2019. El análisis descriptivo e interpretativo del corpus reveló que existen diferentes perspectivas para la formación del profesorado: uno, más destacado, más cercano a la racionalidad práctica; otro, más relacionado con la racionalidad crítica; y, finalmente, un tercero relacionado con la racionalidad técnica. Por tanto, es posible evidenciar una tendencia de los profesores conferenciantes a relatar prácticas que buscan superar lo tradicional, valorando de manera más destacada las acciones derivadas de sus propias experiencias exitosas, pero también con miras a algo que surge de la praxis. Concluimos señalando la relevancia de las discusiones en el ámbito de la Feria sobre las implicaciones de cada una de las perspectivas formativas identificadas, así como sugerir problematizar la categoría Docente.A formação de professores no Brasil tem sido foco de interesse e pesquisas nas últimas décadas e tem contribuído para a compreensão e o avanço da área. Porém, quando seu direcionamento caminha para Feiras de Matemática, tais pesquisas ainda são incipientes. Com vistas a contribuir para que este dado se modifique, o presente estudo é o resultado de uma pesquisa qualitativa centrada na problemática: que perspectivas de formação de professores podem se revelar a partir dos textos escritos decorrentes dos trabalhos apresentados na categoria Professor nas Feiras Catarinense de Matemática? Para isso, o corpus de análise foi constituído de 38 publicações registradas nos anais do evento, relativas à categoria Professor, no tocante ao período de 2014 a 2019. A análise descritiva e interpretativa do corpus revelou que há distintas perspectivas de formação de professores: uma, em maior destaque, mais próxima da racionalidade prática; outra, mais relacionada à racionalidade crítica e, por fim, uma terceira relacionada à racionalidade técnica. Portanto, é possível evidenciar uma tendência dos professores expositores a relatarem práticas que buscam superar o tradicional, valorizando mais destacadamente as ações oriundas de suas próprias experiências bem-sucedidas, mas também com vistas a algo advindo da práxis. Concluímos indicando a pertinência de discussões no âmbito da Feira acerca das implicações de cada uma das perspectivas de formação identificadas, bem como sugerindo problematizar a categoria Professor.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-05-14info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/224510.1590/SciELOPreprints.2245porhttps://preprints.scielo.org/index.php/scielo/article/view/2245/3834Copyright (c) 2021 Morgana Scheller, Araceli Gonçalveshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessScheller, MorganaGonçalves, Aracelireponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-05-11T17:27:14Zoai:ops.preprints.scielo.org:preprint/2245Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-05-11T17:27:14SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv PERSPECTIVES FOR TEACHER TRAINING IN THE WORKS OF MATHEMATICS FAIRS: A LOOK AT THE TEACHER CATEGORY
PERSPECTIVAS PARA LA FORMACIÓN DE PROFESORES EN LAS OBRAS DE LAS FERIAS DE MATEMÁTICAS: UNA MIRADA A LA CATEGORÍA DE PROFESORES
PERSPECTIVAS DE FORMAÇÃO DE PROFESSORES NOS TRABALHOS DAS FEIRAS CATARINENSE DE MATEMÁTICA: UM OLHAR PARA A CATEGORIA PROFESSOR
title PERSPECTIVES FOR TEACHER TRAINING IN THE WORKS OF MATHEMATICS FAIRS: A LOOK AT THE TEACHER CATEGORY
spellingShingle PERSPECTIVES FOR TEACHER TRAINING IN THE WORKS OF MATHEMATICS FAIRS: A LOOK AT THE TEACHER CATEGORY
Scheller, Morgana
Movimento em Rede de Feiras de Matemática
formação de professores
concepção de formação
Movement in mathematics fairs network
teacher education
teachers' conceptions
Movement in mathematics fairs network teacher education
Movimiento en la Red de Ferias de Matemáticas
formación de profesores
concepciones de la formación.
title_short PERSPECTIVES FOR TEACHER TRAINING IN THE WORKS OF MATHEMATICS FAIRS: A LOOK AT THE TEACHER CATEGORY
title_full PERSPECTIVES FOR TEACHER TRAINING IN THE WORKS OF MATHEMATICS FAIRS: A LOOK AT THE TEACHER CATEGORY
title_fullStr PERSPECTIVES FOR TEACHER TRAINING IN THE WORKS OF MATHEMATICS FAIRS: A LOOK AT THE TEACHER CATEGORY
title_full_unstemmed PERSPECTIVES FOR TEACHER TRAINING IN THE WORKS OF MATHEMATICS FAIRS: A LOOK AT THE TEACHER CATEGORY
title_sort PERSPECTIVES FOR TEACHER TRAINING IN THE WORKS OF MATHEMATICS FAIRS: A LOOK AT THE TEACHER CATEGORY
author Scheller, Morgana
author_facet Scheller, Morgana
Gonçalves, Araceli
author_role author
author2 Gonçalves, Araceli
author2_role author
dc.contributor.author.fl_str_mv Scheller, Morgana
Gonçalves, Araceli
dc.subject.por.fl_str_mv Movimento em Rede de Feiras de Matemática
formação de professores
concepção de formação
Movement in mathematics fairs network
teacher education
teachers' conceptions
Movement in mathematics fairs network teacher education
Movimiento en la Red de Ferias de Matemáticas
formación de profesores
concepciones de la formación.
topic Movimento em Rede de Feiras de Matemática
formação de professores
concepção de formação
Movement in mathematics fairs network
teacher education
teachers' conceptions
Movement in mathematics fairs network teacher education
Movimiento en la Red de Ferias de Matemáticas
formación de profesores
concepciones de la formación.
description Teacher training in Brazil has been the focus on interest and research since the recent decades and has been contributed to the understanding and advancement of the area. However, when its direction moves towards Mathematics Fairs, research is still incipient. In order to contribute for this data change, the present study is the result of a qualitative research centered on the problem: what teacher training perspectives can be revealed from the written texts from works presented in the category Santa Catarina’s teachers at Math Fairs? For this purpose, the corpus of analysis consisted of 38 publications registered from the event annals, relating to the category Teacher, for the period from 2014 to 2019. The descriptive and interpretative analysis of the corpus revealed that there are different perspectives for teacher training: one is more prominently, closer to practical rationality; another is more related to critical rationality; and, finally, a third one that is related to technical rationality. Therefore, it is possible to evidence a tendency of the lecturing teacher to report practices, which seeks to overcome the traditional, prominently valuing the actions from their own successful experiences, but also with a view from the praxis. We conclude by indicating the relevance of discussions in the scope of the Math Fair about the implications of each identified training perspectives, as well as suggesting problematizing the Teacher category.
publishDate 2021
dc.date.none.fl_str_mv 2021-05-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/2245
10.1590/SciELOPreprints.2245
url https://preprints.scielo.org/index.php/scielo/preprint/view/2245
identifier_str_mv 10.1590/SciELOPreprints.2245
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/2245/3834
dc.rights.driver.fl_str_mv Copyright (c) 2021 Morgana Scheller, Araceli Gonçalves
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Morgana Scheller, Araceli Gonçalves
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
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repository.mail.fl_str_mv scielo.submission@scielo.org
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