The teaching activity in the perspective of the graduate student in Mathematics: contributions from Professional Didactics to teacher education

Detalhes bibliográficos
Autor(a) principal: Fontenele, Francisca Cláudia Fernandes
Data de Publicação: 2021
Outros Autores: Alves, Francisco Régis Vieira
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/2760
Resumo: Considering the initial formation of the mathematics teacher, this study provides reflections on how the future teachers perceive the teaching activity and how this information can be used to improve or build the formation. It aims to understand the way in which undergraduate students in Mathematics characterize the teaching activity after experiencing 400h of supervised internship in Basic Education. From the perspective of professional didactics, the main concerns, challenges and perspectives in relation to the teaching profession were found in reports written by 13 undergraduate students. As a result, operative invariants were identified regarding critical situations in the teacher's work, which provided relevant information to reflect on topics that need to be addressed in the Supervised Internship disciplines. It was evident that the training of these interns needs to consider the situations experienced by them in the school environment and work on concepts such as teaching authority and professional autonomy, in order to better prepare them to deal with critical classroom situations that go beyond the domain of knowledge mathematical and pedagogical.
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spelling The teaching activity in the perspective of the graduate student in Mathematics: contributions from Professional Didactics to teacher educationLa actividad docente en la perspectiva del estudiante de posgrado en Matemáticas: aportes de la Didáctica Profesional a la formación del profesoradoA atividade docente na perspectiva do licenciando em Matemática: contribuições da Didática Profissional para a formação do professorDidática profissionalEnsino de Matemática.Formação inicialProfessional didacticsMathematics teachingInitial formationDidáctica profesionalEnseñanza de las matemáticas.Formación inicialConsidering the initial formation of the mathematics teacher, this study provides reflections on how the future teachers perceive the teaching activity and how this information can be used to improve or build the formation. It aims to understand the way in which undergraduate students in Mathematics characterize the teaching activity after experiencing 400h of supervised internship in Basic Education. From the perspective of professional didactics, the main concerns, challenges and perspectives in relation to the teaching profession were found in reports written by 13 undergraduate students. As a result, operative invariants were identified regarding critical situations in the teacher's work, which provided relevant information to reflect on topics that need to be addressed in the Supervised Internship disciplines. It was evident that the training of these interns needs to consider the situations experienced by them in the school environment and work on concepts such as teaching authority and professional autonomy, in order to better prepare them to deal with critical classroom situations that go beyond the domain of knowledge mathematical and pedagogical.Considerando la formación inicial del docente de matemáticas, este estudio aporta reflexiones sobre cómo los futuros docentes perciben la actividad docente y cómo esta información se puede utilizar para mejorar o construir la formación. Tiene como objetivo comprender la forma en que los estudiantes de pregrado en Matemáticas caracterizan la actividad docente tras realizar 400h de prácticas supervisadas en Educación Básica. Desde la perspectiva de la didáctica profesional, las principales inquietudes, desafíos y perspectivas en relación con la profesión docente se encontraron en los informes redactados por 13 estudiantes de pregrado. Como resultado, se identificaron invariantes operativos respecto a situaciones críticas en el trabajo del docente, lo que brindó información relevante para reflexionar sobre temas que necesitan ser abordados en las disciplinas del Pasantía Supervisada. Se evidenció que la formación de estos pasantes necesita considerar las situaciones vividas por ellos en el ámbito escolar y trabajar conceptos como la autoridad docente y la autonomía profesional, con el fin de prepararlos mejor para afrontar situaciones críticas en el aula que van más allá del dominio del conocimiento matemática y pedagógica.Considerando a formação inicial do professor de Matemática, este estudo aporta reflexões sobre como os futuros professores percebem a atividade docente e de que modo essa informação pode ser usada para aperfeiçoar ou construir a formação. Tem como objetivo conhecer a maneira de os estudantes de licenciatura em Matemática caracterizarem a atividade docente após vivenciarem 400h de estágio supervisionado na Educação Básica. Sob a óptica da Didática profissional, verificou-se, em relatos escritos por 13 licenciandos, os principais anseios, desafios e perspectivas em relação ao ofício docente. Com isso, foram identificados invariantes operatórios referentes a situações críticas do trabalho do professor, que forneceram informações relevantes para se refletir sobre temas que precisam ser abordados nas disciplinas de Estágio Supervisionado. Ficou evidente que a formação desses estagiários precisa considerar as situações vivenciadas por eles no meio escolar e trabalhar conceitos como autoridade docente e autonomia profissional, a fim de melhor prepará-los para lidar com as situações críticas de sala de aula que extrapolam o domínio de conhecimentos matemáticos e pedagógicos.Editora Cruzeiro do Sul2021-01-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/276010.26843/rencima.v12n1a08Revista de Ensino de Ciências e Matemática; v. 12 n. 1 (2021): jan./mar.; 1-182179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2760/1476https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessFontenele, Francisca Cláudia FernandesAlves, Francisco Régis Vieira2023-05-12T22:55:33Zoai:ojs.pkp.sfu.ca:article/2760Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-05-12T22:55:33Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv The teaching activity in the perspective of the graduate student in Mathematics: contributions from Professional Didactics to teacher education
La actividad docente en la perspectiva del estudiante de posgrado en Matemáticas: aportes de la Didáctica Profesional a la formación del profesorado
A atividade docente na perspectiva do licenciando em Matemática: contribuições da Didática Profissional para a formação do professor
title The teaching activity in the perspective of the graduate student in Mathematics: contributions from Professional Didactics to teacher education
spellingShingle The teaching activity in the perspective of the graduate student in Mathematics: contributions from Professional Didactics to teacher education
Fontenele, Francisca Cláudia Fernandes
Didática profissional
Ensino de Matemática.
Formação inicial
Professional didactics
Mathematics teaching
Initial formation
Didáctica profesional
Enseñanza de las matemáticas.
Formación inicial
title_short The teaching activity in the perspective of the graduate student in Mathematics: contributions from Professional Didactics to teacher education
title_full The teaching activity in the perspective of the graduate student in Mathematics: contributions from Professional Didactics to teacher education
title_fullStr The teaching activity in the perspective of the graduate student in Mathematics: contributions from Professional Didactics to teacher education
title_full_unstemmed The teaching activity in the perspective of the graduate student in Mathematics: contributions from Professional Didactics to teacher education
title_sort The teaching activity in the perspective of the graduate student in Mathematics: contributions from Professional Didactics to teacher education
author Fontenele, Francisca Cláudia Fernandes
author_facet Fontenele, Francisca Cláudia Fernandes
Alves, Francisco Régis Vieira
author_role author
author2 Alves, Francisco Régis Vieira
author2_role author
dc.contributor.author.fl_str_mv Fontenele, Francisca Cláudia Fernandes
Alves, Francisco Régis Vieira
dc.subject.por.fl_str_mv Didática profissional
Ensino de Matemática.
Formação inicial
Professional didactics
Mathematics teaching
Initial formation
Didáctica profesional
Enseñanza de las matemáticas.
Formación inicial
topic Didática profissional
Ensino de Matemática.
Formação inicial
Professional didactics
Mathematics teaching
Initial formation
Didáctica profesional
Enseñanza de las matemáticas.
Formación inicial
description Considering the initial formation of the mathematics teacher, this study provides reflections on how the future teachers perceive the teaching activity and how this information can be used to improve or build the formation. It aims to understand the way in which undergraduate students in Mathematics characterize the teaching activity after experiencing 400h of supervised internship in Basic Education. From the perspective of professional didactics, the main concerns, challenges and perspectives in relation to the teaching profession were found in reports written by 13 undergraduate students. As a result, operative invariants were identified regarding critical situations in the teacher's work, which provided relevant information to reflect on topics that need to be addressed in the Supervised Internship disciplines. It was evident that the training of these interns needs to consider the situations experienced by them in the school environment and work on concepts such as teaching authority and professional autonomy, in order to better prepare them to deal with critical classroom situations that go beyond the domain of knowledge mathematical and pedagogical.
publishDate 2021
dc.date.none.fl_str_mv 2021-01-26
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/2760
10.26843/rencima.v12n1a08
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2760
identifier_str_mv 10.26843/rencima.v12n1a08
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2760/1476
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. 12 n. 1 (2021): jan./mar.; 1-18
2179-426X
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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