Dialogue as a constituent experience in the initial training of the Mathematics teacher

Detalhes bibliográficos
Autor(a) principal: Nascimento, Francisco Jeovane do
Data de Publicação: 2021
Outros Autores: Castro, Eliziane Rocha, Leite, Luciana Rodrigues, Lima, Maria Socorro Lucena
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/16556
Resumo: Based on the Freirean premises, this work makes explicit the dialogical relevance in initial teacher training, being the result of an experience developed in the context of the Supervised Internship with 14 undergraduate students of the Mathematics course of the University for International Integration of the Afro-Brazilian Lusophony (UNILAB). In this investigation, the dialogue assumes the condition of theoretical category, and the methodological assumptions are based on the qualitative approach. The reflections coming from this dialogic moment highlight the importance of the contact of teachers in training with more experienced professionals and strengthen the Supervised Internship as an opportunity to contact diverse practices and knowledge, beyond the knowledge of the complexity that permeates the school. Keywords: Freirean dialog. Supervised Internship. Initial training of the Mathematics teacher.
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spelling Dialogue as a constituent experience in the initial training of the Mathematics teacherEl diálogo como experiencia constituyente en la formación inicial del profesor de MatemáticasO diálogo como experiência constituinte na formação inicial do professor de MatemáticaBased on the Freirean premises, this work makes explicit the dialogical relevance in initial teacher training, being the result of an experience developed in the context of the Supervised Internship with 14 undergraduate students of the Mathematics course of the University for International Integration of the Afro-Brazilian Lusophony (UNILAB). In this investigation, the dialogue assumes the condition of theoretical category, and the methodological assumptions are based on the qualitative approach. The reflections coming from this dialogic moment highlight the importance of the contact of teachers in training with more experienced professionals and strengthen the Supervised Internship as an opportunity to contact diverse practices and knowledge, beyond the knowledge of the complexity that permeates the school. Keywords: Freirean dialog. Supervised Internship. Initial training of the Mathematics teacher.Basado en las premisas freireanas, este trabajo explicita la relevancia dialógica en la formación inicial docente, siendo resultante de una experiencia desarrollada en el contexto de las Prácticas Supervisadas con 14 estudiantes de la carrera de Matemáticas de la Universidad de la Integración Internacional de la Lusofonia Afro-Brasileña (UNILAB). En esta investigación, el diálogo asume la condición de categoría teórica y los presupuestos metodológicos están fundamentados en el enfoque cualitativo. Las reflexiones oriundas de este momento dialógico evidencian la importancia del contacto de profesores en formación con profesionales más experimentados y fortalecen las Prácticas Supervisadas como oportunidad de contacto con prácticas y saberes diversificados, además del conocimiento de la complejidad que impregna la escuela. Palabras clave: Diálogo freireano. Prácticas Supervisadas. Formación inicial del profesor de Matemáticas.Baseado nas premissas freireanas, este trabalho explicita a relevância dialógica na formação inicial docente, sendo resultante de uma experiência desenvolvida no contexto do Estágio Supervisionado com 14 licenciandos do curso de Matemática da Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB). Nesta investigação, o diálogo assume a condição de categoria teórica, e os pressupostos metodológicos estão fundamentados na abordagem qualitativa. As reflexões oriundas deste momento dialógico evidenciam a importância do contato de professores em formação com profissionais mais experientes e fortalecem o Estágio Supervisionado como oportunidade de contato com práticas e saberes diversificados, além do conhecimento da complexidade que permeia a escola. Palavras-chave: Diálogo freireano. Estágio Supervisionado. Formação inicial do professor de Matemática.Universidade Estadual de Ponta Grossa2021-05-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1655610.5212/PraxEduc.v.16.16556.052Práxis Educativa; Vol. 16 (2021): Publicação contínua; 1-14Práxis Educativa; Vol. 16 (2021): Publicação contínua; 1-14Práxis Educativa; V. 16 (2021): Publicação contínua; 1-14Práxis Educativa; v. 16 (2021): Publicação contínua; 1-141809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/16556/209209214218https://revistas.uepg.br/index.php/praxiseducativa/article/view/16556/209209215324Copyright (c) 2021 Práxis Educativainfo:eu-repo/semantics/openAccessNascimento, Francisco Jeovane doCastro, Eliziane RochaLeite, Luciana RodriguesLima, Maria Socorro Lucena2021-08-05T18:41:34Zoai:uepg.br:article/16556Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2021-08-05T18:41:34Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Dialogue as a constituent experience in the initial training of the Mathematics teacher
El diálogo como experiencia constituyente en la formación inicial del profesor de Matemáticas
O diálogo como experiência constituinte na formação inicial do professor de Matemática
title Dialogue as a constituent experience in the initial training of the Mathematics teacher
spellingShingle Dialogue as a constituent experience in the initial training of the Mathematics teacher
Nascimento, Francisco Jeovane do
title_short Dialogue as a constituent experience in the initial training of the Mathematics teacher
title_full Dialogue as a constituent experience in the initial training of the Mathematics teacher
title_fullStr Dialogue as a constituent experience in the initial training of the Mathematics teacher
title_full_unstemmed Dialogue as a constituent experience in the initial training of the Mathematics teacher
title_sort Dialogue as a constituent experience in the initial training of the Mathematics teacher
author Nascimento, Francisco Jeovane do
author_facet Nascimento, Francisco Jeovane do
Castro, Eliziane Rocha
Leite, Luciana Rodrigues
Lima, Maria Socorro Lucena
author_role author
author2 Castro, Eliziane Rocha
Leite, Luciana Rodrigues
Lima, Maria Socorro Lucena
author2_role author
author
author
dc.contributor.author.fl_str_mv Nascimento, Francisco Jeovane do
Castro, Eliziane Rocha
Leite, Luciana Rodrigues
Lima, Maria Socorro Lucena
description Based on the Freirean premises, this work makes explicit the dialogical relevance in initial teacher training, being the result of an experience developed in the context of the Supervised Internship with 14 undergraduate students of the Mathematics course of the University for International Integration of the Afro-Brazilian Lusophony (UNILAB). In this investigation, the dialogue assumes the condition of theoretical category, and the methodological assumptions are based on the qualitative approach. The reflections coming from this dialogic moment highlight the importance of the contact of teachers in training with more experienced professionals and strengthen the Supervised Internship as an opportunity to contact diverse practices and knowledge, beyond the knowledge of the complexity that permeates the school. Keywords: Freirean dialog. Supervised Internship. Initial training of the Mathematics teacher.
publishDate 2021
dc.date.none.fl_str_mv 2021-05-03
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.uepg.br/index.php/praxiseducativa/article/view/16556
10.5212/PraxEduc.v.16.16556.052
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/16556
identifier_str_mv 10.5212/PraxEduc.v.16.16556.052
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/16556/209209214218
https://revistas.uepg.br/index.php/praxiseducativa/article/view/16556/209209215324
dc.rights.driver.fl_str_mv Copyright (c) 2021 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Práxis Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 16 (2021): Publicação contínua; 1-14
Práxis Educativa; Vol. 16 (2021): Publicação contínua; 1-14
Práxis Educativa; V. 16 (2021): Publicação contínua; 1-14
Práxis Educativa; v. 16 (2021): Publicação contínua; 1-14
1809-4309
1809-4031
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
institution UEPG
reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
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