Formative trajectories of licensors in mathematics: perceptions on constituting yourself as a teacher

Detalhes bibliográficos
Autor(a) principal: Silva, Joselma Ferreira Lima e
Data de Publicação: 2019
Outros Autores: Lima, Ivoneide Pinheiro de, Parentes, Maria Daiane da Silva, Silva, Lindalva Gomes da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práticas Educativas, Memórias e Oralidades
Texto Completo: https://revistas.uece.br/index.php/revpemo/article/view/3478
Resumo: This article, of a qualitative and descriptive nature, aimed to reflect on the formation of the mathematics teacher, seeking to analyze the perceptions of undergraduate students about their formative trajectories. It was adopted as an initial guiding question to mobilize the research: How do I become a teacher of Mathematics? It was directed to the 28 students of the 7th period of the Mathematics Degree at the IFPI - Campus Piripiri, whose analyzes derive from the conceptions of education and training by D'Ambrósio (2012), Fiorentini and Castro (2003), Franco and Pimenta (2010), Schulman (2004) among others. In the methodology, three categories of analysis were highlighted: (1) training needs of graduates; (2) mobilizing moments of teacher training and (3) contributions from teacher teachers. The results point out among the main training needs the domain of mathematical knowledge, projects and research and didactic innovation, and listening and dialogue need to be constituted of permanent teaching actions throughout the trajectory.
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spelling Formative trajectories of licensors in mathematics: perceptions on constituting yourself as a teacherTrajetórias formativas de licenciandos em matemática: percepções sobre constituir-se professorTrajetórias formativasLicenciaturaMatemáticaFormative trajectoriesGraduationMathematicsThis article, of a qualitative and descriptive nature, aimed to reflect on the formation of the mathematics teacher, seeking to analyze the perceptions of undergraduate students about their formative trajectories. It was adopted as an initial guiding question to mobilize the research: How do I become a teacher of Mathematics? It was directed to the 28 students of the 7th period of the Mathematics Degree at the IFPI - Campus Piripiri, whose analyzes derive from the conceptions of education and training by D'Ambrósio (2012), Fiorentini and Castro (2003), Franco and Pimenta (2010), Schulman (2004) among others. In the methodology, three categories of analysis were highlighted: (1) training needs of graduates; (2) mobilizing moments of teacher training and (3) contributions from teacher teachers. The results point out among the main training needs the domain of mathematical knowledge, projects and research and didactic innovation, and listening and dialogue need to be constituted of permanent teaching actions throughout the trajectory.Este artigo, de natureza qualitativa e descritiva, teve como objetivo refletir sobre a formação do professor de Matemática, procurando analisar as percepções dos licenciandos sobre suas trajetórias formativas. Adotou-se como questão norteadora inicial para mobilizar a pesquisa: Como vou me constituindo professor (a) de Matemática? Foi direcionada aos 28 acadêmicos do VII período da Licenciatura em Matemática do IFPI- Campus Piripiri, cujas análises decorrem das concepções de educação e formação de D’Ambrósio (2012), Fiorentini e Castro (2003), Franco e Pimenta (2010), Schulman (2004), dentre outros. Na metodologia foram destacadas três categorias de análises: (1) necessidades formativas dos licenciandos; (2) momentos mobilizadores de formação docente e (3) contribuições dos professores formadores. Os resultados apontam dentre as principais necessidades formativas o domínio do conhecimento matemático, projetos e pesquisas e inovação didática, sendo que a escuta e o diálogo precisam se constituir de ações docentes permanentes durante toda a trajetória.EdUECE - Editora da Universidade Estadual do Ceará2019-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/revpemo/article/view/347810.47149/pemo.v1i1.3478Educational Practices, Memories and Oralities; Vol. 1 No. 1 (2019): Práticas Educativas, Memórias e Oralidades; 1-14Práticas Educativas, Memórias e Oralidades; Vol. 1 Núm. 1 (2019): Práticas Educativas, Memórias e Oralidades; 1-14Práticas Educativas, Memórias e Oralidades - Rev. Pemo; v. 1 n. 1 (2019): Práticas Educativas, Memórias e Oralidades; 1-142675-519X10.47149/pemo.v1i1reponame:Práticas Educativas, Memórias e Oralidadesinstname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/revpemo/article/view/3478/3100Copyright (c) 2019 Joselma Ferreira Lima e Silva, Ivoneide Pinheiro de Lima, Sra., Maria Daiane da Silva Parentes, Srt., Lindalva Gomes da Silva, Srta. (Autor)http://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Joselma Ferreira Lima eLima, Ivoneide Pinheiro deParentes, Maria Daiane da SilvaSilva, Lindalva Gomes da2021-05-19T21:34:11Zoai:ojs.revistas.uece.br:article/3478Revistahttps://revistas.uece.br/index.php/revpemoPUBhttps://revistas.uece.br/index.php/revpemo/oairev.pemo@uece.br2675-519X2675-519Xopendoar:2021-05-19T21:34:11Práticas Educativas, Memórias e Oralidades - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv Formative trajectories of licensors in mathematics: perceptions on constituting yourself as a teacher
Trajetórias formativas de licenciandos em matemática: percepções sobre constituir-se professor
title Formative trajectories of licensors in mathematics: perceptions on constituting yourself as a teacher
spellingShingle Formative trajectories of licensors in mathematics: perceptions on constituting yourself as a teacher
Silva, Joselma Ferreira Lima e
Trajetórias formativas
Licenciatura
Matemática
Formative trajectories
Graduation
Mathematics
title_short Formative trajectories of licensors in mathematics: perceptions on constituting yourself as a teacher
title_full Formative trajectories of licensors in mathematics: perceptions on constituting yourself as a teacher
title_fullStr Formative trajectories of licensors in mathematics: perceptions on constituting yourself as a teacher
title_full_unstemmed Formative trajectories of licensors in mathematics: perceptions on constituting yourself as a teacher
title_sort Formative trajectories of licensors in mathematics: perceptions on constituting yourself as a teacher
author Silva, Joselma Ferreira Lima e
author_facet Silva, Joselma Ferreira Lima e
Lima, Ivoneide Pinheiro de
Parentes, Maria Daiane da Silva
Silva, Lindalva Gomes da
author_role author
author2 Lima, Ivoneide Pinheiro de
Parentes, Maria Daiane da Silva
Silva, Lindalva Gomes da
author2_role author
author
author
dc.contributor.author.fl_str_mv Silva, Joselma Ferreira Lima e
Lima, Ivoneide Pinheiro de
Parentes, Maria Daiane da Silva
Silva, Lindalva Gomes da
dc.subject.por.fl_str_mv Trajetórias formativas
Licenciatura
Matemática
Formative trajectories
Graduation
Mathematics
topic Trajetórias formativas
Licenciatura
Matemática
Formative trajectories
Graduation
Mathematics
description This article, of a qualitative and descriptive nature, aimed to reflect on the formation of the mathematics teacher, seeking to analyze the perceptions of undergraduate students about their formative trajectories. It was adopted as an initial guiding question to mobilize the research: How do I become a teacher of Mathematics? It was directed to the 28 students of the 7th period of the Mathematics Degree at the IFPI - Campus Piripiri, whose analyzes derive from the conceptions of education and training by D'Ambrósio (2012), Fiorentini and Castro (2003), Franco and Pimenta (2010), Schulman (2004) among others. In the methodology, three categories of analysis were highlighted: (1) training needs of graduates; (2) mobilizing moments of teacher training and (3) contributions from teacher teachers. The results point out among the main training needs the domain of mathematical knowledge, projects and research and didactic innovation, and listening and dialogue need to be constituted of permanent teaching actions throughout the trajectory.
publishDate 2019
dc.date.none.fl_str_mv 2019-04-30
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://revistas.uece.br/index.php/revpemo/article/view/3478
10.47149/pemo.v1i1.3478
url https://revistas.uece.br/index.php/revpemo/article/view/3478
identifier_str_mv 10.47149/pemo.v1i1.3478
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/revpemo/article/view/3478/3100
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv EdUECE - Editora da Universidade Estadual do Ceará
publisher.none.fl_str_mv EdUECE - Editora da Universidade Estadual do Ceará
dc.source.none.fl_str_mv Educational Practices, Memories and Oralities; Vol. 1 No. 1 (2019): Práticas Educativas, Memórias e Oralidades; 1-14
Práticas Educativas, Memórias e Oralidades; Vol. 1 Núm. 1 (2019): Práticas Educativas, Memórias e Oralidades; 1-14
Práticas Educativas, Memórias e Oralidades - Rev. Pemo; v. 1 n. 1 (2019): Práticas Educativas, Memórias e Oralidades; 1-14
2675-519X
10.47149/pemo.v1i1
reponame:Práticas Educativas, Memórias e Oralidades
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
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institution UECE
reponame_str Práticas Educativas, Memórias e Oralidades
collection Práticas Educativas, Memórias e Oralidades
repository.name.fl_str_mv Práticas Educativas, Memórias e Oralidades - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv rev.pemo@uece.br
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