(Dis)placements in the conduction of early grade mathematics teachers in PNAIC

Detalhes bibliográficos
Autor(a) principal: Pozzobon, Marta Cristina Cezar
Data de Publicação: 2017
Outros Autores: Oliveira, Cláudio José, Nehring, Cátia Maria
Tipo de documento: Artigo
Idioma: por
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/29186
Resumo: This paper problematizes the constitution of teachers to teach mathematics in the early grades by considering a government policy – the National Pact for Literacy at the Right Age (PNAIC). For theoretical discussions, we considered Foucauldian studies, particularly the concepts of discourse, games of truth and government (conduction of conducts). The material consists of PNAIC Handbooks for Mathematical Literacy, comprehending Handbook 1 - Organization of the Pedagogical Work. From this material, the following groups of analysis have emerged: ‘instructions for teachers to guide the students, the classroom activities and records’; ‘pedagogical guidelines from the students’ experiences’; and ‘consideration of games, play and use of manipulable material to teach mathematics’. By examining the guidelines/instructions proposed in the PNAIC handbook, we can point out that, like many other handbooks for ‘good education’, they reaffirm sayings and actions that mathematics teachers should follow in order to attain their goals. 
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spelling (Dis)placements in the conduction of early grade mathematics teachers in PNAIC(Des)caminos en la conducción del profesor que enseña matemáticas en los años iniciales a partir del PNAIC(Des)caminhos na condução do professor que ensina matemática nos anos iniciais a partir do PNAICearly grade teachersteachersmathematics teachingPNAIC.profesor de los años inicialesdocenciaenseñanza de matemáticaPNAIC.professor dos anos iniciaisdocênciaensino de matemáticaPNAIC.This paper problematizes the constitution of teachers to teach mathematics in the early grades by considering a government policy – the National Pact for Literacy at the Right Age (PNAIC). For theoretical discussions, we considered Foucauldian studies, particularly the concepts of discourse, games of truth and government (conduction of conducts). The material consists of PNAIC Handbooks for Mathematical Literacy, comprehending Handbook 1 - Organization of the Pedagogical Work. From this material, the following groups of analysis have emerged: ‘instructions for teachers to guide the students, the classroom activities and records’; ‘pedagogical guidelines from the students’ experiences’; and ‘consideration of games, play and use of manipulable material to teach mathematics’. By examining the guidelines/instructions proposed in the PNAIC handbook, we can point out that, like many other handbooks for ‘good education’, they reaffirm sayings and actions that mathematics teachers should follow in order to attain their goals. El artigo problematiza la constitución de la docencia para enseñar matemáticas en los años iniciales, a partir de una política de gobierno, el Pacto Nacional para Alfabetización en la Edad Correcta (PNAIC). Para las discusiones teóricas, se utilizan los estudios foucaultianos, principalmente los conceptos de discurso, juegos de verdad y gobierno (conducción de las conductas). El material considerado se constituyó de los Cuadernos de Alfabetización Matemática del PNAIC, abarcando el Cuaderno 1 – Organización del Trabajo Pedagógico. A partir de este material, los siguientes grupos de análisis fueron evidenciados: ‘encaminamientos al profesor en la orientación de los alumnos, de las actividades de sala de clase y de los registros’; ‘orientaciones pedagógicas a partir de las experiencias de los alumnos’; y ‘consideración de los juegos, del jugar y del uso del material manipulable para enseñar matemáticas’. Al examinarse las orientaciones/prescripciones propuestas en el cuaderno del PNAIC, se señala que, como tantos otros manuales de la ‘buena formación’, reafirman dichos y tareas que el profesor que enseña matemáticas debería seguir para alcanzar sus objetivos. O artigo problematiza a constituição da docência para ensinar matemática nos anos iniciais, a partir de uma política de governo, o Pacto Nacional para Alfabetização na Idade Certa (PNAIC). Para as discussões teóricas, tomam-se os estudos foucaultianos, principalmente os conceitos de discurso, jogos de verdade e governo (condução das condutas). O material considerado constitui-se dos Cadernos de Alfabetização Matemática do PNAIC, abrangendo o Caderno 1 – Organização do Trabalho Pedagógico. A partir desse material, os seguintes grupos de análise foram evidenciados: ‘encaminhamentos ao professor na orientação dos alunos, das atividades de sala de aula e dos registros’; ‘orientações pedagógicas a partir das experiências dos alunos’; e ‘consideração das brincadeiras, do brincar e do uso do material manipulável para ensinar matemática’. Ao se examinarem as orientações/prescrições propostas no caderno do PNAIC, pontua-se que, como tantos outros manuais da ‘boa formação’, reafirmam dizeres e fazeres que o professor que ensina matemática deveria seguir para atingir seus objetivos. Universidade Estadual de Maringá2017-11-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/2918610.4025/actascieduc.v39i0.29186Acta Scientiarum. Education; Vol 39 (2017): Special Supplement; 515-522Acta Scientiarum. Education; v. 39 (2017): Special Supplement; 515-5222178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/29186/21109Copyright (c) 2017 Acta Scientiarum. Educationinfo:eu-repo/semantics/openAccessPozzobon, Marta Cristina CezarOliveira, Cláudio JoséNehring, Cátia Maria2022-02-17T22:09:53Zoai:periodicos.uem.br/ojs:article/29186Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2022-02-17T22:09:53Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv (Dis)placements in the conduction of early grade mathematics teachers in PNAIC
(Des)caminos en la conducción del profesor que enseña matemáticas en los años iniciales a partir del PNAIC
(Des)caminhos na condução do professor que ensina matemática nos anos iniciais a partir do PNAIC
title (Dis)placements in the conduction of early grade mathematics teachers in PNAIC
spellingShingle (Dis)placements in the conduction of early grade mathematics teachers in PNAIC
Pozzobon, Marta Cristina Cezar
early grade teachers
teachers
mathematics teaching
PNAIC.
profesor de los años iniciales
docencia
enseñanza de matemática
PNAIC.
professor dos anos iniciais
docência
ensino de matemática
PNAIC.
title_short (Dis)placements in the conduction of early grade mathematics teachers in PNAIC
title_full (Dis)placements in the conduction of early grade mathematics teachers in PNAIC
title_fullStr (Dis)placements in the conduction of early grade mathematics teachers in PNAIC
title_full_unstemmed (Dis)placements in the conduction of early grade mathematics teachers in PNAIC
title_sort (Dis)placements in the conduction of early grade mathematics teachers in PNAIC
author Pozzobon, Marta Cristina Cezar
author_facet Pozzobon, Marta Cristina Cezar
Oliveira, Cláudio José
Nehring, Cátia Maria
author_role author
author2 Oliveira, Cláudio José
Nehring, Cátia Maria
author2_role author
author
dc.contributor.author.fl_str_mv Pozzobon, Marta Cristina Cezar
Oliveira, Cláudio José
Nehring, Cátia Maria
dc.subject.por.fl_str_mv early grade teachers
teachers
mathematics teaching
PNAIC.
profesor de los años iniciales
docencia
enseñanza de matemática
PNAIC.
professor dos anos iniciais
docência
ensino de matemática
PNAIC.
topic early grade teachers
teachers
mathematics teaching
PNAIC.
profesor de los años iniciales
docencia
enseñanza de matemática
PNAIC.
professor dos anos iniciais
docência
ensino de matemática
PNAIC.
description This paper problematizes the constitution of teachers to teach mathematics in the early grades by considering a government policy – the National Pact for Literacy at the Right Age (PNAIC). For theoretical discussions, we considered Foucauldian studies, particularly the concepts of discourse, games of truth and government (conduction of conducts). The material consists of PNAIC Handbooks for Mathematical Literacy, comprehending Handbook 1 - Organization of the Pedagogical Work. From this material, the following groups of analysis have emerged: ‘instructions for teachers to guide the students, the classroom activities and records’; ‘pedagogical guidelines from the students’ experiences’; and ‘consideration of games, play and use of manipulable material to teach mathematics’. By examining the guidelines/instructions proposed in the PNAIC handbook, we can point out that, like many other handbooks for ‘good education’, they reaffirm sayings and actions that mathematics teachers should follow in order to attain their goals. 
publishDate 2017
dc.date.none.fl_str_mv 2017-11-24
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://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/29186
10.4025/actascieduc.v39i0.29186
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/29186
identifier_str_mv 10.4025/actascieduc.v39i0.29186
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/29186/21109
dc.rights.driver.fl_str_mv Copyright (c) 2017 Acta Scientiarum. Education
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Acta Scientiarum. Education
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 39 (2017): Special Supplement; 515-522
Acta Scientiarum. Education; v. 39 (2017): Special Supplement; 515-522
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv actaeduc@uem.br||
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