Curriculum Internship in Mathematics in the construction process of teaching knowledge of trainees
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | |
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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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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1799306128580935680 |