Repercussions of a continued distance training course in Mathematics in the distance view of the participants
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Data de Publicação: | 2018 |
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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/1345 |
Resumo: | This article presents the results of a research that evaluated the repercussions of a distance learning math course as continuing teacher training in the early years of elementary school. Eighteen interviewed teachers attended the research. To collect the data, questionnaires, semi-structured interviews, documents related to the course carried out, and memorials built by the teachers throughout the training were used. To analyze the data collected, we used the Discursive Textual Analysis, by Moraes and Galiazzi (2011), outlined in four stages: organization of the corpus, unitization of the elements of meaning, definition of categories and production of metatext. From the elaborated analysis, two categories of importance emerged, entitled Qualification of the pedagogical practice and Improvement of the initial formation. The results showed that the continuous training course contributed to qualify the teachers' training and their pedagogical practice. In this sense, the importance of promoting formative and socializing spaces of knowledge is highlighted, aiming at a formation that integrates and articulates different knowledge and, at the same time, admits the singularities of the subjects in their formation process. |
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Repercussions of a continued distance training course in Mathematics in the distance view of the participantsRepercussões de um curso de formação continuada a distância em Matemática na visão dos participantesFormação Continuada de ProfessoresFormação a DistânciaIdentidade Profissional Docente; Ensino e Aprendizagem da MatemáticaContinuing Teacher TrainingContinuing Education at a DistanceTeaching Professional IdentityMath’s Teaching and LearningThis article presents the results of a research that evaluated the repercussions of a distance learning math course as continuing teacher training in the early years of elementary school. Eighteen interviewed teachers attended the research. To collect the data, questionnaires, semi-structured interviews, documents related to the course carried out, and memorials built by the teachers throughout the training were used. To analyze the data collected, we used the Discursive Textual Analysis, by Moraes and Galiazzi (2011), outlined in four stages: organization of the corpus, unitization of the elements of meaning, definition of categories and production of metatext. From the elaborated analysis, two categories of importance emerged, entitled Qualification of the pedagogical practice and Improvement of the initial formation. The results showed that the continuous training course contributed to qualify the teachers' training and their pedagogical practice. In this sense, the importance of promoting formative and socializing spaces of knowledge is highlighted, aiming at a formation that integrates and articulates different knowledge and, at the same time, admits the singularities of the subjects in their formation process.Este artigo apresenta os resultados de uma pesquisa que teve por objetivo geral avaliar as repercussões de um curso de formação continuada a distância em matemática na visão dos participantes. Contou com a participação de um grupo de dezoito professores dos anos iniciais do Ensino Fundamental, participantes do referido curso. Para coletar os dados, utilizaram-se questionários, entrevistas semiestruturadas, documentos relacionados ao curso realizado e memoriais construídos pelos docentes ao longo da formação. Para analisar os dados coletados, utilizou-se a Análise Textual Discursiva, de Moraes e Galiazzi (2011), delineada em quatro etapas: organização do corpus, unitarização dos elementos de significado, definição das categorias e produção de metatexto. Da análise resultaram duas categorias, intituladas Qualificação da prática pedagógica e Aprimoramento da formação inicial. Os resultados evidenciaram que o curso de formação continuada contribuiu para qualificar a formação dos professores e a sua prática pedagógica. Neste sentido, destaca-se a importância de promover espaços formativos e socializadores de conhecimento, visando a uma formação que integre e articule diferentes saberes e, ao mesmo tempo, admita as singularidades dos sujeitos no seu processo de formação.Editora Cruzeiro do Sul2018-06-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/134510.26843/rencima.v9i3.1345Revista de Ensino de Ciências e Matemática; v. 9 n. 3 (2018): abr./jun.; 249-2642179-426X10.26843/rencima.v9i3reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/1345/1012https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessOliveira Filho, Vicente Henrique deSantos, Gilberto Tavares dos =2023-04-20T23:12:58Zoai:ojs.pkp.sfu.ca:article/1345Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-20T23:12:58Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false |
dc.title.none.fl_str_mv |
Repercussions of a continued distance training course in Mathematics in the distance view of the participants Repercussões de um curso de formação continuada a distância em Matemática na visão dos participantes |
title |
Repercussions of a continued distance training course in Mathematics in the distance view of the participants |
spellingShingle |
Repercussions of a continued distance training course in Mathematics in the distance view of the participants Oliveira Filho, Vicente Henrique de Formação Continuada de Professores Formação a Distância Identidade Profissional Docente ; Ensino e Aprendizagem da Matemática Continuing Teacher Training Continuing Education at a Distance Teaching Professional Identity Math’s Teaching and Learning |
title_short |
Repercussions of a continued distance training course in Mathematics in the distance view of the participants |
title_full |
Repercussions of a continued distance training course in Mathematics in the distance view of the participants |
title_fullStr |
Repercussions of a continued distance training course in Mathematics in the distance view of the participants |
title_full_unstemmed |
Repercussions of a continued distance training course in Mathematics in the distance view of the participants |
title_sort |
Repercussions of a continued distance training course in Mathematics in the distance view of the participants |
author |
Oliveira Filho, Vicente Henrique de |
author_facet |
Oliveira Filho, Vicente Henrique de Santos, Gilberto Tavares dos = |
author_role |
author |
author2 |
Santos, Gilberto Tavares dos = |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Oliveira Filho, Vicente Henrique de Santos, Gilberto Tavares dos = |
dc.subject.por.fl_str_mv |
Formação Continuada de Professores Formação a Distância Identidade Profissional Docente ; Ensino e Aprendizagem da Matemática Continuing Teacher Training Continuing Education at a Distance Teaching Professional Identity Math’s Teaching and Learning |
topic |
Formação Continuada de Professores Formação a Distância Identidade Profissional Docente ; Ensino e Aprendizagem da Matemática Continuing Teacher Training Continuing Education at a Distance Teaching Professional Identity Math’s Teaching and Learning |
description |
This article presents the results of a research that evaluated the repercussions of a distance learning math course as continuing teacher training in the early years of elementary school. Eighteen interviewed teachers attended the research. To collect the data, questionnaires, semi-structured interviews, documents related to the course carried out, and memorials built by the teachers throughout the training were used. To analyze the data collected, we used the Discursive Textual Analysis, by Moraes and Galiazzi (2011), outlined in four stages: organization of the corpus, unitization of the elements of meaning, definition of categories and production of metatext. From the elaborated analysis, two categories of importance emerged, entitled Qualification of the pedagogical practice and Improvement of the initial formation. The results showed that the continuous training course contributed to qualify the teachers' training and their pedagogical practice. In this sense, the importance of promoting formative and socializing spaces of knowledge is highlighted, aiming at a formation that integrates and articulates different knowledge and, at the same time, admits the singularities of the subjects in their formation process. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-06-28 |
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/1345 10.26843/rencima.v9i3.1345 |
url |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1345 |
identifier_str_mv |
10.26843/rencima.v9i3.1345 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1345/1012 |
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. 9 n. 3 (2018): abr./jun.; 249-264 2179-426X 10.26843/rencima.v9i3 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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