The Creative Insubordination in the continuous training of the pedagogue for the teaching of Mathematics: do the subalterns speak?

Detalhes bibliográficos
Autor(a) principal: Santos, Maria José Costa dos
Data de Publicação: 2017
Outros Autores: Costa Matos, Fernanda Cíntia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1491
Resumo: Teacher formation, whether initial or continuing, should be developed with a focus on teaching and learning processes in a theoretical and practical way, or as Freire (1987) points out by praxis. This paper aims to present the methodology Fedathi Sequence (SF) and Cultural Theory of Objectivation (OT) as proposals for teacher Formation that teaches mathematics in basic education. Therefore, it was necessary to: (a) analyze the literature on these issues; And (b) reflections on reflexive practices of teacher formation, with a view to considering to what extent the subalterns speak aiming at manifestations of creative insubordination on the curriculum and evaluation in movement. The reflections point to the necessity of a deep and ample study on the harmful consequences of a formation that does not prime for the autonomy and creativity in the teaching action, limiting its praxis in the pedagogical space.
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spelling The Creative Insubordination in the continuous training of the pedagogue for the teaching of Mathematics: do the subalterns speak?A Insubordinação Criativa na formação contínua do pedagogo para o ensino da Matemática: os subalternos falam?Metodologia Sequência FedathiTeoria Cultural da ObjetivaçãoInsubordinação CriativaFormação Inicial e ContínuaCurrículo de MatemáticaFedathi Sequence MethodologyCultural Theory of ObjectificationCreative InsubordinationInitial and Continuous FormationMathematics CurriculumTeacher formation, whether initial or continuing, should be developed with a focus on teaching and learning processes in a theoretical and practical way, or as Freire (1987) points out by praxis. This paper aims to present the methodology Fedathi Sequence (SF) and Cultural Theory of Objectivation (OT) as proposals for teacher Formation that teaches mathematics in basic education. Therefore, it was necessary to: (a) analyze the literature on these issues; And (b) reflections on reflexive practices of teacher formation, with a view to considering to what extent the subalterns speak aiming at manifestations of creative insubordination on the curriculum and evaluation in movement. The reflections point to the necessity of a deep and ample study on the harmful consequences of a formation that does not prime for the autonomy and creativity in the teaching action, limiting its praxis in the pedagogical space. A formação de professores seja ela inicial ou continuada deve ser desenvolvida com foco nos processos de ensino e de aprendizagem de forma teórica e prática, ou como assinala Freire (1987) pela práxis. Esse texto visa apresentar a metodologia Sequência Fedathi (SF) e a Teoria Cultural da Objetivação (TO) como propostas de formação do docente que leciona matemática na educação básica. Para tanto, foi necessário: (a) análise da literatura sobre essas temáticas; e, (b) reflexões sobre práticas reflexivas de formação docente, com vistas a se pensar em que medida os subalternos falam visando manifestações de insubordinação criativa sobre o currículo e avaliação em movimento. As reflexões apontam para a necessidade de um profundo e amplo estudo sobre as consequências nefastas de uma formação que não prime pela autonomia e criatividade na ação docente, limitando sua práxis no espaço pedagógico.   Editora Cruzeiro do Sul2017-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/149110.26843/rencima.v8i4.1491Revista de Ensino de Ciências e Matemática; v. 8 n. 4 (2017): dez.; 11-302179-426X10.26843/rencima.v8i4reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/1491/904https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessSantos, Maria José Costa dosCosta Matos, Fernanda Cíntia2023-04-20T22:39:37Zoai:ojs.pkp.sfu.ca:article/1491Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-20T22:39:37Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv The Creative Insubordination in the continuous training of the pedagogue for the teaching of Mathematics: do the subalterns speak?
A Insubordinação Criativa na formação contínua do pedagogo para o ensino da Matemática: os subalternos falam?
title The Creative Insubordination in the continuous training of the pedagogue for the teaching of Mathematics: do the subalterns speak?
spellingShingle The Creative Insubordination in the continuous training of the pedagogue for the teaching of Mathematics: do the subalterns speak?
Santos, Maria José Costa dos
Metodologia Sequência Fedathi
Teoria Cultural da Objetivação
Insubordinação Criativa
Formação Inicial e Contínua
Currículo de Matemática
Fedathi Sequence Methodology
Cultural Theory of Objectification
Creative Insubordination
Initial and Continuous Formation
Mathematics Curriculum
title_short The Creative Insubordination in the continuous training of the pedagogue for the teaching of Mathematics: do the subalterns speak?
title_full The Creative Insubordination in the continuous training of the pedagogue for the teaching of Mathematics: do the subalterns speak?
title_fullStr The Creative Insubordination in the continuous training of the pedagogue for the teaching of Mathematics: do the subalterns speak?
title_full_unstemmed The Creative Insubordination in the continuous training of the pedagogue for the teaching of Mathematics: do the subalterns speak?
title_sort The Creative Insubordination in the continuous training of the pedagogue for the teaching of Mathematics: do the subalterns speak?
author Santos, Maria José Costa dos
author_facet Santos, Maria José Costa dos
Costa Matos, Fernanda Cíntia
author_role author
author2 Costa Matos, Fernanda Cíntia
author2_role author
dc.contributor.author.fl_str_mv Santos, Maria José Costa dos
Costa Matos, Fernanda Cíntia
dc.subject.por.fl_str_mv Metodologia Sequência Fedathi
Teoria Cultural da Objetivação
Insubordinação Criativa
Formação Inicial e Contínua
Currículo de Matemática
Fedathi Sequence Methodology
Cultural Theory of Objectification
Creative Insubordination
Initial and Continuous Formation
Mathematics Curriculum
topic Metodologia Sequência Fedathi
Teoria Cultural da Objetivação
Insubordinação Criativa
Formação Inicial e Contínua
Currículo de Matemática
Fedathi Sequence Methodology
Cultural Theory of Objectification
Creative Insubordination
Initial and Continuous Formation
Mathematics Curriculum
description Teacher formation, whether initial or continuing, should be developed with a focus on teaching and learning processes in a theoretical and practical way, or as Freire (1987) points out by praxis. This paper aims to present the methodology Fedathi Sequence (SF) and Cultural Theory of Objectivation (OT) as proposals for teacher Formation that teaches mathematics in basic education. Therefore, it was necessary to: (a) analyze the literature on these issues; And (b) reflections on reflexive practices of teacher formation, with a view to considering to what extent the subalterns speak aiming at manifestations of creative insubordination on the curriculum and evaluation in movement. The reflections point to the necessity of a deep and ample study on the harmful consequences of a formation that does not prime for the autonomy and creativity in the teaching action, limiting its praxis in the pedagogical space.
publishDate 2017
dc.date.none.fl_str_mv 2017-12-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1491
10.26843/rencima.v8i4.1491
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1491
identifier_str_mv 10.26843/rencima.v8i4.1491
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1491/904
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 8 n. 4 (2017): dez.; 11-30
2179-426X
10.26843/rencima.v8i4
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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