Modeling practices in Basic Education teacher training: the search for a new rationality

Detalhes bibliográficos
Autor(a) principal: Burak, Dionísio
Data de Publicação: 2020
Outros Autores: Zontini, Laynara dos Reis Santos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/14239
Resumo: This article discusses the technical rationality in teacher education and the need for a new rationality that addresses the challenges of human formation today, being approached from the assumptions of Mathematical Modeling (MM) in Mathematical Education. To exemplify the discussion, initially theoretical, we present a description and reflection of a practice with MM performed by teachers of Basic Education in a period of 20 hours. The work carried out with the teachers was part of an ongoing training and provided us with research data on Integration and Rural Construction. We analyzed the results of training guided by the question: how does the practice with Mathematical Modeling provide a new model of rationality in teacher education? The objective was to reflect and present structuring elements of teacher education from the development of a practice with MM, which was based on a perspective of formation that surpasses the current model of technical rationality. The text follows a qualitative-interpretative research methodology. The results of the reflection show that MM from the perspective of assumed Mathematical Education brings in its conception potentializing elements to overcome the current model of teacher education, in relation to the way of teaching and learning Mathematics. The activity reveals the importance of the teacher experiencing a new way of approaching teaching and understanding a theoretical, coherent and consistent basis that is able to support their practice. Keywords: Mathematical modeling. Mathematical education. Teaching and learning. Basic Education. Critical rationality.
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spelling Modeling practices in Basic Education teacher training: the search for a new rationalityPrácticas de modelación en la formación del profesor de Educación Básica: la búsqueda de una nueva racionalidadePráticas com modelagem na formação do professor da Educação Básica: a busca por uma nova racionalidadeThis article discusses the technical rationality in teacher education and the need for a new rationality that addresses the challenges of human formation today, being approached from the assumptions of Mathematical Modeling (MM) in Mathematical Education. To exemplify the discussion, initially theoretical, we present a description and reflection of a practice with MM performed by teachers of Basic Education in a period of 20 hours. The work carried out with the teachers was part of an ongoing training and provided us with research data on Integration and Rural Construction. We analyzed the results of training guided by the question: how does the practice with Mathematical Modeling provide a new model of rationality in teacher education? The objective was to reflect and present structuring elements of teacher education from the development of a practice with MM, which was based on a perspective of formation that surpasses the current model of technical rationality. The text follows a qualitative-interpretative research methodology. The results of the reflection show that MM from the perspective of assumed Mathematical Education brings in its conception potentializing elements to overcome the current model of teacher education, in relation to the way of teaching and learning Mathematics. The activity reveals the importance of the teacher experiencing a new way of approaching teaching and understanding a theoretical, coherent and consistent basis that is able to support their practice. Keywords: Mathematical modeling. Mathematical education. Teaching and learning. Basic Education. Critical rationality.Este artículo discute la racionalidad técnica en la formación docente y la necesidad de una nueva racionalidad que alcance a cumplir los desafíos de la formación humana en la actualidad, siendo abordada a partir de los supuestos de la Modelación Matemática (MM) en la Educación Matemática. Para ejemplificar la discusión, inicialmente teórica, presentamos una descripción y reflexión de una práctica con MM realizada por docentes de Educación Básica en un período de 20 horas. El trabajo desarrollado con los docentes fue parte de una formación continua y proporcionó los datos de investigación sobre el tema de Integración y Construcción rural. Fueron analizados los resultados de la formación orientados por la pregunta: ¿Cómo la práctica con la Modelación Matemática propicia un nuevo modelo de racionalidad en la formación docente? El objetivo fue reflexionar y presentar elementos estructurantes de la formación docente a partir del desarrollo de una práctica con MM, que se basó en una perspectiva de formación que supera el modelo actual de racionalidad técnica. El texto sigue una metodología de investigación de naturaleza cualitativa-interpretativa. Los resultados de la reflexión señalan que la MM en la perspectiva de Educación Matemática asumida trae en su concepción elementos potencializadores de la superación del modelo actual de formación docente, en relación con la forma de enseñar y aprender Matemática. La actividad revela la importancia de que el docente pueda vivenciar una nueva manera de abordar la enseñanza y de comprender una base teórica, coherente y consistente que sea capaz de dar soporte a su práctica. Palabras-clave: Modelación Matemática. Educación Matemática. Enseñanza y aprendizaje. Educación Básica. Racionalidad crítica.Este artigo discute a racionalidade técnica na formação docente e a necessidade de uma nova racionalidade que dê conta dos desafios da formação humana na atualidade, sendo abordada a partir dos pressupostos da Modelagem Matemática (MM) na Educação Matemática. Para exemplificar a discussão, inicialmente teórica, apresentamos uma descrição e reflexão de uma prática com MM realizada por professores da Educação Básica em um período de 20 horas. O trabalho desenvolvido com os professores foi parte de uma formação continuada e forneceu os dados da investigação sobre o tema Integração e Construção rural. Foram analisados os resultados da formação orientados pela interrogação: como a prática com Modelagem Matemática propicia um novo modelo de racionalidade na formação docente? O objetivo foi refletir e apresentar elementos estruturantes da formação docente a partir do desenvolvimento de uma prática com MM, que foi baseada em uma perspectiva de formação que supera o modelo atual da racionalidade técnica. O texto segue uma metodologia de pesquisa de natureza qualitativo-interpretativa. Os resultados da reflexão apontam que a MM na perspectiva de Educação Matemática assumida traz em sua concepção elementos potencializadores à superação do atual modelo de formação de professores, em relação à forma de ensinar e aprender Matemática. A atividade revela a importância de o professor vivenciar uma nova maneira de abordar o ensino e de compreender um embasamento teórico, coerente e consistente que seja capaz de dar sustentação à sua prática. Palavras-chave: Modelagem Matemática. Educação Matemática. Ensino e aprendizagem. Educação Básica. Racionalidade crítica.Universidade Estadual de Ponta Grossa2020-02-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1423910.5212/PraxEduc.v.15.14239.027Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-20Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-20Práxis Educativa; V. 15 (2020): Publicação contínua; 1-20Práxis Educativa; v. 15 (2020): Publicação contínua; 1-201809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/14239/209209212896https://revistas.uepg.br/index.php/praxiseducativa/article/view/14239/209209213259Copyright (c) 2020 Práxis Educativainfo:eu-repo/semantics/openAccessBurak, DionísioZontini, Laynara dos Reis Santos2020-04-16T20:53:56Zoai:uepg.br:article/14239Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-16T20:53:56Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Modeling practices in Basic Education teacher training: the search for a new rationality
Prácticas de modelación en la formación del profesor de Educación Básica: la búsqueda de una nueva racionalidade
Práticas com modelagem na formação do professor da Educação Básica: a busca por uma nova racionalidade
title Modeling practices in Basic Education teacher training: the search for a new rationality
spellingShingle Modeling practices in Basic Education teacher training: the search for a new rationality
Burak, Dionísio
title_short Modeling practices in Basic Education teacher training: the search for a new rationality
title_full Modeling practices in Basic Education teacher training: the search for a new rationality
title_fullStr Modeling practices in Basic Education teacher training: the search for a new rationality
title_full_unstemmed Modeling practices in Basic Education teacher training: the search for a new rationality
title_sort Modeling practices in Basic Education teacher training: the search for a new rationality
author Burak, Dionísio
author_facet Burak, Dionísio
Zontini, Laynara dos Reis Santos
author_role author
author2 Zontini, Laynara dos Reis Santos
author2_role author
dc.contributor.author.fl_str_mv Burak, Dionísio
Zontini, Laynara dos Reis Santos
description This article discusses the technical rationality in teacher education and the need for a new rationality that addresses the challenges of human formation today, being approached from the assumptions of Mathematical Modeling (MM) in Mathematical Education. To exemplify the discussion, initially theoretical, we present a description and reflection of a practice with MM performed by teachers of Basic Education in a period of 20 hours. The work carried out with the teachers was part of an ongoing training and provided us with research data on Integration and Rural Construction. We analyzed the results of training guided by the question: how does the practice with Mathematical Modeling provide a new model of rationality in teacher education? The objective was to reflect and present structuring elements of teacher education from the development of a practice with MM, which was based on a perspective of formation that surpasses the current model of technical rationality. The text follows a qualitative-interpretative research methodology. The results of the reflection show that MM from the perspective of assumed Mathematical Education brings in its conception potentializing elements to overcome the current model of teacher education, in relation to the way of teaching and learning Mathematics. The activity reveals the importance of the teacher experiencing a new way of approaching teaching and understanding a theoretical, coherent and consistent basis that is able to support their practice. Keywords: Mathematical modeling. Mathematical education. Teaching and learning. Basic Education. Critical rationality.
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dc.date.none.fl_str_mv 2020-02-18
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10.5212/PraxEduc.v.15.14239.027
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/14239
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dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/14239/209209212896
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publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-20
Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-20
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