Formação continuada de professores de matemática: um estudo sobre a práxis docente no Programa Gestar II na Bahia

Detalhes bibliográficos
Autor(a) principal: Silva Filho, Analdino Pinheiro
Data de Publicação: 2013
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UEFS
Texto Completo: http://localhost:8080/tede/handle/tede/263
Resumo: This study discusses the teaching praxis embodied in the proposed political-pedagogical of continuing training of GESTAR II Mathematics Program, implemented in Bahia, since 2005 to 2012. This study is a qualitative approach and has the general objective Analyze how teaching praxis is understood within the political-pedagogical proposal of the Program GESTAR II in Mathematics in Bahia. It has as analytic categories of ideas and praxis (VÁZQUEZ, 2011) of professionalism (SACRISTÁN, 1999). Accordingly, it’s investigated the continued training of mathematics teachers from a critical analysis of the "arena" in which educational policy is made and how the principles and precepts are engendered by it are represented in the training model proposed. It also discusses the concepts of continuing education from the ideas of writers such as Giroux (1997), Fusari (1997), Nóvoa (1995) and Pimenta (2009, 2011). The used methodological tools were document research, the literature search and questionnaire. Based on these instruments, It was performed an entire reading back of the observed in the international agreements and national education, on policy, pedagogical and curricular multilateral organizations, the MEC and the Department of Education of Bahia; the assumptions in political, theoretical and pedagogical that substantiate the GESTAR II; under perception about the praxis of six teachers teaching Mathematics into the GESTAR II Program, as well as the authors that support the theoretical framework of this research. The data collected showed that the conception of teacher praxis, via political-pedagogical proposal of continuing education of teachers in Bahia, still finds limits, such as: It has been unable to form a true and meaningful sense of praxis and teaching has promoted significant structural changes and functional work aimed at personal, social and professional teacher developing. The study indicates the need to understand that the teaching activity is not external to psychological, cultural and social conditions that teachers experience in the social dynamics of their lives.
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spelling Santos, Solange Mary Moreira86954040568http://lattes.cnpq.br/3880167116564068Silva Filho, Analdino Pinheiro2015-11-16T21:47:07Z2013-05-23SILVA FILHO, Analdino Pinheiro. Formação continuada de professores de matemática: um estudo sobre a práxis docente no Programa Gestar II na Bahia. 2013. 134 f. Dissertação (Mestrado Acadêmico em Educação)- Universidade Estadual de Feira de Santana, Feira de Santana, 2013.http://localhost:8080/tede/handle/tede/263This study discusses the teaching praxis embodied in the proposed political-pedagogical of continuing training of GESTAR II Mathematics Program, implemented in Bahia, since 2005 to 2012. This study is a qualitative approach and has the general objective Analyze how teaching praxis is understood within the political-pedagogical proposal of the Program GESTAR II in Mathematics in Bahia. It has as analytic categories of ideas and praxis (VÁZQUEZ, 2011) of professionalism (SACRISTÁN, 1999). Accordingly, it’s investigated the continued training of mathematics teachers from a critical analysis of the "arena" in which educational policy is made and how the principles and precepts are engendered by it are represented in the training model proposed. It also discusses the concepts of continuing education from the ideas of writers such as Giroux (1997), Fusari (1997), Nóvoa (1995) and Pimenta (2009, 2011). The used methodological tools were document research, the literature search and questionnaire. Based on these instruments, It was performed an entire reading back of the observed in the international agreements and national education, on policy, pedagogical and curricular multilateral organizations, the MEC and the Department of Education of Bahia; the assumptions in political, theoretical and pedagogical that substantiate the GESTAR II; under perception about the praxis of six teachers teaching Mathematics into the GESTAR II Program, as well as the authors that support the theoretical framework of this research. The data collected showed that the conception of teacher praxis, via political-pedagogical proposal of continuing education of teachers in Bahia, still finds limits, such as: It has been unable to form a true and meaningful sense of praxis and teaching has promoted significant structural changes and functional work aimed at personal, social and professional teacher developing. The study indicates the need to understand that the teaching activity is not external to psychological, cultural and social conditions that teachers experience in the social dynamics of their lives.O presente estudo discute a práxis docente consubstanciada no âmbito da proposta político-pedagógica de formação continuada do Programa GESTAR II de Matemática, implementado na Bahia, no período de 2005 a 2012. Esse estudo é de abordagem qualitativa e tem como objetivo geral analisar como a práxis docente é compreendida no âmbito da proposta político-pedagógica do Programa GESTAR II de Matemática na Bahia. Tem como categorias de análises as ideias de práxis (VÁZQUEZ, 2011) e de profissionalidade (SACRISTÁN, 1999). Nesse sentido, é investigada a formação continuada do professor de Matemática a partir de uma análise crítica da “arena” em que a política educacional é produzida e como os princípios e preceitos por ela engendrados se fazem representados no modelo de formação proposto. Discute também as concepções de formação continuada a partir das ideias de autores como Giroux (1997), Fusari (1997), Nóvoa (1995) e Pimenta (2009, 2011). Os instrumentos metodológicos utilizados foram a pesquisa documental, a pesquisa bibliográfica e o questionário. Com base nesses instrumentos, foi realizado todo um cotejamento do observado nos acordos internacionais e nacionais de educação; nas diretrizes políticas, pedagógicas e curriculares de organismos multilaterais, do MEC e da Secretaria de Educação da Bahia; nos pressupostos políticos, teóricos e pedagógicos que fundamentam o GESTAR II; na percepção acerca da práxis docente de seis professores de Matemática do Programa GESTAR II, bem como nos autores que embasam o referencial teórico desta pesquisa. Os dados coletados mostraram que a concepção de práxis docente, via proposta político-pedagógica de formação continuada de professores na Bahia, ainda encontra limites, tais quais: não tem conseguido formar uma acepção verdadeira e significativa da práxis docente e não tem promovido significativas mudanças estruturais e funcionais de trabalho voltadas para o desenvolvimento pessoal, profissional e social do professor. O estudo indica a necessidade de compreender que a atividade docente não é exterior às condições psicológicas, culturais e sociais que os professores experienciam na dinâmica social de suas vidas.Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-11-16T21:47:07Z No. of bitstreams: 1 Dissertação Final.pdf: 1082650 bytes, checksum: 81277b8085eeb960375c090e3a9890d6 (MD5)Made available in DSpace on 2015-11-16T21:47:07Z (GMT). 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dc.title.por.fl_str_mv Formação continuada de professores de matemática: um estudo sobre a práxis docente no Programa Gestar II na Bahia
title Formação continuada de professores de matemática: um estudo sobre a práxis docente no Programa Gestar II na Bahia
spellingShingle Formação continuada de professores de matemática: um estudo sobre a práxis docente no Programa Gestar II na Bahia
Silva Filho, Analdino Pinheiro
Professores de Matemática
Formação continuada
Práxis docente
Profissionalidade
Programa GESTAR II
Mathematics Teachers
Continuing education
Teaching praxis
Professionalism
GESTAR II Program
EDUCACAO::ENSINO-APRENDIZAGEM
CIENCIAS HUMANAS::EDUCACAO
title_short Formação continuada de professores de matemática: um estudo sobre a práxis docente no Programa Gestar II na Bahia
title_full Formação continuada de professores de matemática: um estudo sobre a práxis docente no Programa Gestar II na Bahia
title_fullStr Formação continuada de professores de matemática: um estudo sobre a práxis docente no Programa Gestar II na Bahia
title_full_unstemmed Formação continuada de professores de matemática: um estudo sobre a práxis docente no Programa Gestar II na Bahia
title_sort Formação continuada de professores de matemática: um estudo sobre a práxis docente no Programa Gestar II na Bahia
author Silva Filho, Analdino Pinheiro
author_facet Silva Filho, Analdino Pinheiro
author_role author
dc.contributor.advisor1.fl_str_mv Santos, Solange Mary Moreira
dc.contributor.authorID.fl_str_mv 86954040568
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/3880167116564068
dc.contributor.author.fl_str_mv Silva Filho, Analdino Pinheiro
contributor_str_mv Santos, Solange Mary Moreira
dc.subject.por.fl_str_mv Professores de Matemática
Formação continuada
Práxis docente
Profissionalidade
Programa GESTAR II
topic Professores de Matemática
Formação continuada
Práxis docente
Profissionalidade
Programa GESTAR II
Mathematics Teachers
Continuing education
Teaching praxis
Professionalism
GESTAR II Program
EDUCACAO::ENSINO-APRENDIZAGEM
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Mathematics Teachers
Continuing education
Teaching praxis
Professionalism
GESTAR II Program
dc.subject.cnpq.fl_str_mv EDUCACAO::ENSINO-APRENDIZAGEM
CIENCIAS HUMANAS::EDUCACAO
description This study discusses the teaching praxis embodied in the proposed political-pedagogical of continuing training of GESTAR II Mathematics Program, implemented in Bahia, since 2005 to 2012. This study is a qualitative approach and has the general objective Analyze how teaching praxis is understood within the political-pedagogical proposal of the Program GESTAR II in Mathematics in Bahia. It has as analytic categories of ideas and praxis (VÁZQUEZ, 2011) of professionalism (SACRISTÁN, 1999). Accordingly, it’s investigated the continued training of mathematics teachers from a critical analysis of the "arena" in which educational policy is made and how the principles and precepts are engendered by it are represented in the training model proposed. It also discusses the concepts of continuing education from the ideas of writers such as Giroux (1997), Fusari (1997), Nóvoa (1995) and Pimenta (2009, 2011). The used methodological tools were document research, the literature search and questionnaire. Based on these instruments, It was performed an entire reading back of the observed in the international agreements and national education, on policy, pedagogical and curricular multilateral organizations, the MEC and the Department of Education of Bahia; the assumptions in political, theoretical and pedagogical that substantiate the GESTAR II; under perception about the praxis of six teachers teaching Mathematics into the GESTAR II Program, as well as the authors that support the theoretical framework of this research. The data collected showed that the conception of teacher praxis, via political-pedagogical proposal of continuing education of teachers in Bahia, still finds limits, such as: It has been unable to form a true and meaningful sense of praxis and teaching has promoted significant structural changes and functional work aimed at personal, social and professional teacher developing. The study indicates the need to understand that the teaching activity is not external to psychological, cultural and social conditions that teachers experience in the social dynamics of their lives.
publishDate 2013
dc.date.issued.fl_str_mv 2013-05-23
dc.date.accessioned.fl_str_mv 2015-11-16T21:47:07Z
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dc.identifier.citation.fl_str_mv SILVA FILHO, Analdino Pinheiro. Formação continuada de professores de matemática: um estudo sobre a práxis docente no Programa Gestar II na Bahia. 2013. 134 f. Dissertação (Mestrado Acadêmico em Educação)- Universidade Estadual de Feira de Santana, Feira de Santana, 2013.
dc.identifier.uri.fl_str_mv http://localhost:8080/tede/handle/tede/263
identifier_str_mv SILVA FILHO, Analdino Pinheiro. Formação continuada de professores de matemática: um estudo sobre a práxis docente no Programa Gestar II na Bahia. 2013. 134 f. Dissertação (Mestrado Acadêmico em Educação)- Universidade Estadual de Feira de Santana, Feira de Santana, 2013.
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