Curriculum Internship in Mathematics in the construction process of teaching knowledge of trainees

Detalhes bibliográficos
Autor(a) principal: Quadros, Vera Cristina de
Data de Publicação: 2018
Outros Autores: Kochhann, Maria Elizabete Rambo
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/1333
Resumo: This article has the objective to make social the results of master’s theses, on teaching area, that analyzed the supervised curriculum internship contribution in the construction process of teaching knowledge of trainees. The research, in qualitative approach, had two authors as the main theoretical contribution Tardif (2002) and Shulman (1986). The field research was realized with seven Math License trainees, during year 2016. The data was produced on semi structured interviews, subjected to analytical examinations of Discursive Textual Analysis, proposed by Moraes and Galiazzi (2016), being possible to evidence the knowledge mobilized and developed by the trainees, synthesized into six categories: experiential knowledge, disciplinary knowledge, pedagogical knowledge, sociocultural immersion knowledge and professional culture knowledge. The trainees analyzed that the experiential knowledge, that has relation with life experience and personal story, in different educative contexts, this was the teaching knowledge that had more meaning to the trainees, being mobilized and developed on experienced interaction inside schools. Above all, it is clear to see that the trainees developed more knowledge than mobilized one, being possible to infer that live into daily school life and the internship experience were determinants to propitiate the construction of teaching knowledge.
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spelling Curriculum Internship in Mathematics in the construction process of teaching knowledge of traineesContribuições do Estágio Curricular Supervisionado da licenciatura em Matemática no processo de construção dos saberes docentes dos estagiáriosFormação inicial de professores de MatemáticaEstágioSaberes DocentesMathematics Teachers initial formationInternshipTeachers knowledgeThis article has the objective to make social the results of master’s theses, on teaching area, that analyzed the supervised curriculum internship contribution in the construction process of teaching knowledge of trainees. The research, in qualitative approach, had two authors as the main theoretical contribution Tardif (2002) and Shulman (1986). The field research was realized with seven Math License trainees, during year 2016. The data was produced on semi structured interviews, subjected to analytical examinations of Discursive Textual Analysis, proposed by Moraes and Galiazzi (2016), being possible to evidence the knowledge mobilized and developed by the trainees, synthesized into six categories: experiential knowledge, disciplinary knowledge, pedagogical knowledge, sociocultural immersion knowledge and professional culture knowledge. The trainees analyzed that the experiential knowledge, that has relation with life experience and personal story, in different educative contexts, this was the teaching knowledge that had more meaning to the trainees, being mobilized and developed on experienced interaction inside schools. Above all, it is clear to see that the trainees developed more knowledge than mobilized one, being possible to infer that live into daily school life and the internship experience were determinants to propitiate the construction of teaching knowledge. Este artigo objetiva socializar alguns resultados da pesquisa de mestrado, na área de Ensino, que analisou a contribuição do estágio curricular supervisionado no processo de construção dos saberes docentes dos estagiários. A pesquisa, de natureza qualitativa, teve como principal aporte teórico os autores Tardif (2002) e Shulman (1986). A pesquisa de campo foi realizada com os seteestagiários do curso de licenciatura em Matemática, no decorrer do ano de 2016. Os dados foram produzidos em entrevistas semiestruturadas, submetidas aos procedimentos analíticos da Análise Textual Discursiva, proposta por Moraes e Galiazzi (2016), possibilitando evidenciar os saberes mobilizados e desenvolvidos pelos estagiários, sintetizados em seis categorias: saberes experienciais, saberes disciplinares, saberes educacionais, saberes pedagógicos, saberes da imersão sociocultural e saberes da cultura profissional. Analisou-se que o saber experiencial, que tem relação com as experiências de vida e histórias pessoais, em diferentes contextos educativos, foi o saber docente que mais significou aos estagiários, sendo mobilizado e também desenvolvido na interação experienciada nas escolas. Constatou-se ainda que os estagiários desenvolveram mais saberes do que mobilizaram, possibilitando inferir que a inserção no cotidiano escolar e a vivência do estágio foram determinantes para propiciar a construção de saberes docentes.Editora Cruzeiro do Sul2018-06-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/133310.26843/rencima.v9i3.1333Revista de Ensino de Ciências e Matemática; v. 9 n. 3 (2018): abr./jun.; 106-1222179-426X10.26843/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/1333/1004https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessQuadros, Vera Cristina deKochhann, Maria Elizabete Rambo2024-03-18T17:37:20Zoai:ojs.pkp.sfu.ca:article/1333Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2024-03-18T17:37:20Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Curriculum Internship in Mathematics in the construction process of teaching knowledge of trainees
Contribuições do Estágio Curricular Supervisionado da licenciatura em Matemática no processo de construção dos saberes docentes dos estagiários
title Curriculum Internship in Mathematics in the construction process of teaching knowledge of trainees
spellingShingle Curriculum Internship in Mathematics in the construction process of teaching knowledge of trainees
Quadros, Vera Cristina de
Formação inicial de professores de Matemática
Estágio
Saberes Docentes
Mathematics Teachers initial formation
Internship
Teachers knowledge
title_short Curriculum Internship in Mathematics in the construction process of teaching knowledge of trainees
title_full Curriculum Internship in Mathematics in the construction process of teaching knowledge of trainees
title_fullStr Curriculum Internship in Mathematics in the construction process of teaching knowledge of trainees
title_full_unstemmed Curriculum Internship in Mathematics in the construction process of teaching knowledge of trainees
title_sort Curriculum Internship in Mathematics in the construction process of teaching knowledge of trainees
author Quadros, Vera Cristina de
author_facet Quadros, Vera Cristina de
Kochhann, Maria Elizabete Rambo
author_role author
author2 Kochhann, Maria Elizabete Rambo
author2_role author
dc.contributor.author.fl_str_mv Quadros, Vera Cristina de
Kochhann, Maria Elizabete Rambo
dc.subject.por.fl_str_mv Formação inicial de professores de Matemática
Estágio
Saberes Docentes
Mathematics Teachers initial formation
Internship
Teachers knowledge
topic Formação inicial de professores de Matemática
Estágio
Saberes Docentes
Mathematics Teachers initial formation
Internship
Teachers knowledge
description This article has the objective to make social the results of master’s theses, on teaching area, that analyzed the supervised curriculum internship contribution in the construction process of teaching knowledge of trainees. The research, in qualitative approach, had two authors as the main theoretical contribution Tardif (2002) and Shulman (1986). The field research was realized with seven Math License trainees, during year 2016. The data was produced on semi structured interviews, subjected to analytical examinations of Discursive Textual Analysis, proposed by Moraes and Galiazzi (2016), being possible to evidence the knowledge mobilized and developed by the trainees, synthesized into six categories: experiential knowledge, disciplinary knowledge, pedagogical knowledge, sociocultural immersion knowledge and professional culture knowledge. The trainees analyzed that the experiential knowledge, that has relation with life experience and personal story, in different educative contexts, this was the teaching knowledge that had more meaning to the trainees, being mobilized and developed on experienced interaction inside schools. Above all, it is clear to see that the trainees developed more knowledge than mobilized one, being possible to infer that live into daily school life and the internship experience were determinants to propitiate the construction of teaching knowledge.
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/1333
10.26843/rencima.v9i3.1333
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1333
identifier_str_mv 10.26843/rencima.v9i3.1333
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1333/1004
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.; 106-122
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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