FORMAÇÃO INICIAL EM MATEMÁTICA: AS MANIFESTAÇÕES DOS EGRESSOS DE PEDAGOGIA SOBRE A FORMAÇÃO PARA A DOCÊNCIA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

Detalhes bibliográficos
Autor(a) principal: Bednarchuk, Joanice Zuber
Data de Publicação: 2012
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPG
Texto Completo: http://tede2.uepg.br/jspui/handle/prefix/1332
Resumo: This work presents an investigation of relation between the initial Mathematics formation of a graduation course in Pedagogy and the teaching of the teachers egresses that act in the beginning years of the Fundamental teaching in a city in the countryside of Paraná State. The research objectives were: a) check what reveals the PPC of the graduation course of Pedagogy regarding the formative aspects of mathematics, b) investigate the mathematical training conception of the teacher educators, c) analyze the manifestations of the graduates on mathematical training of the Pedagogy course for mathematics teaching. It was used as theoretical the contributions from Shulman (1986, 1987), Tardif (2002), Mizukami (2004), and Saviani (2007) for initial training and teacher knowledge, as authors that support the teachers training who teach mathematics, it was resorted to the contributions of Nacarato and Fiorentini (2005), Serrazina (2002), Imbernón (2002). It also deepens studies regarding the various methods to teach mathematics (BURAK; KLÜBER,2010, D'AMBRÓSIO, 2001). The literature review points out the research of Curi (2004), Baumann and Bicudo (2009, 2010), Zimer (2008), Mello (2000) and Gatti (2009a) on the initial training in mathematics in the Pedagogy course. As a methodological perspective it was adopted the theoretical approaches of qualitative research (BOGDAN; BIKLEN, 1994) and the design case study (YIN, 2001). The subjects of the investigation were: coordination and two teachers in charge of the Pedagogy graduation course and ten graduates of the Pedagogy graduation who work in the early years of elementary school. The collected documents for analysis were: Pedagogical Project of the Course (PPC), the menu of the Theory and Methodology of Teaching Mathematics, questionnaire and interviews. The Content Analysis of Bardin (2009) was used for data systematization, data discussion and data triangulation. The main results found showed: a) the proposal of the Pedagogy graduation course meets the DCNLP, but its wide field of skills ends by summarizing the training in mathematics, b) the concern of teachers to ensure to future teachers the ability to interpret and analyze the approach to the teaching spaces, c) skills training for the teaching of mathematics, offered in the context of the investigated Pedagogy graduation course discreetly contributed to teacher performance in the early years of the EF. The considerations listed from this research reveal that the overcoming of the mismatch showed in the mathematical training of the teacher in the Pedagogy graduation course and math training practice the initial years teaching has become urgent and constitutes a concern in the field of mathematics education.
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spelling Burak, DionisioCPF:02581108931http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4703629P7Vosgerau, Dilmeire Sant\'annaCPF:47885505987http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4703611E8Brandalise, Mary ângela TeixeiraCPF:37428659949http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777602A6CPF:48724602949http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777936H6Bednarchuk, Joanice Zuber2017-07-21T20:31:58Z2012-06-252017-07-21T20:31:58Z2012-04-04BEDNARCHUK, Joanice Zuber. Initial Formation in Math: the manifestation of egresses of Pedagogy about the staff formation in the beginning years of teaching in Fundamental teaching. 2012. 172 f. Dissertação (Mestrado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta GRossa, 2012.http://tede2.uepg.br/jspui/handle/prefix/1332This work presents an investigation of relation between the initial Mathematics formation of a graduation course in Pedagogy and the teaching of the teachers egresses that act in the beginning years of the Fundamental teaching in a city in the countryside of Paraná State. The research objectives were: a) check what reveals the PPC of the graduation course of Pedagogy regarding the formative aspects of mathematics, b) investigate the mathematical training conception of the teacher educators, c) analyze the manifestations of the graduates on mathematical training of the Pedagogy course for mathematics teaching. It was used as theoretical the contributions from Shulman (1986, 1987), Tardif (2002), Mizukami (2004), and Saviani (2007) for initial training and teacher knowledge, as authors that support the teachers training who teach mathematics, it was resorted to the contributions of Nacarato and Fiorentini (2005), Serrazina (2002), Imbernón (2002). It also deepens studies regarding the various methods to teach mathematics (BURAK; KLÜBER,2010, D'AMBRÓSIO, 2001). The literature review points out the research of Curi (2004), Baumann and Bicudo (2009, 2010), Zimer (2008), Mello (2000) and Gatti (2009a) on the initial training in mathematics in the Pedagogy course. As a methodological perspective it was adopted the theoretical approaches of qualitative research (BOGDAN; BIKLEN, 1994) and the design case study (YIN, 2001). The subjects of the investigation were: coordination and two teachers in charge of the Pedagogy graduation course and ten graduates of the Pedagogy graduation who work in the early years of elementary school. The collected documents for analysis were: Pedagogical Project of the Course (PPC), the menu of the Theory and Methodology of Teaching Mathematics, questionnaire and interviews. The Content Analysis of Bardin (2009) was used for data systematization, data discussion and data triangulation. The main results found showed: a) the proposal of the Pedagogy graduation course meets the DCNLP, but its wide field of skills ends by summarizing the training in mathematics, b) the concern of teachers to ensure to future teachers the ability to interpret and analyze the approach to the teaching spaces, c) skills training for the teaching of mathematics, offered in the context of the investigated Pedagogy graduation course discreetly contributed to teacher performance in the early years of the EF. The considerations listed from this research reveal that the overcoming of the mismatch showed in the mathematical training of the teacher in the Pedagogy graduation course and math training practice the initial years teaching has become urgent and constitutes a concern in the field of mathematics education.Este trabalho apresenta uma investigação da relação entre a formação matemática inicial de um curso de licenciatura em Pedagogia e a docência dos professores egressos que atuam nos anos iniciais do Ensino Fundamental de um município do interior do Paraná. Os objetivos da pesquisa foram: a) verificar o que revela o PPC do curso de Pedagogia em relação os aspectos formativos da matemática; b) investigar a concepção de formação matemática dos professores formadores; c) analisar as manifestações dos professores egressos sobre a formação matemática do curso de Pedagogia para o ensino da matemática. Utilizou-se como fundamentação teórica aos subsídios de Shulman (1986, 1987), Tardif (2002), Mizukami (2004), e Saviani (2007) para a formação inicial e os saberes docentes, como autores que fundamentam a formação de professores que ensinam matemática, recorreu-se às contribuições de Fiorentini e Nacarato (2005), Serrazina (2002), Imbernón (2002). Também aprofunda estudos no que se refere às diversas metodologias para ensinar matemática (BURAK; KLÜBER, 2010; D‟AMBRÓSIO, 2001). A revisão de literatura aponta as pesquisas de Curi (2004), Baumann e Bicudo (2009, 2010), Zimer (2008), Mello (2000) e Gatti (2009a) sobre a formação matemática inicial no curso de Pedagogia. Como perspectiva metodológica adotouse os pressupostos teóricos da abordagem qualitativa de pesquisa (BOGDAN;BIKLEN, 1994) e do delineamento estudo de caso (YIN, 2001). Os sujeitos participantes da investigação foram: a coordenação e dois professores responsáveis do curso de Pedagogia e dez professores egressos de Pedagogia que atuam nos anos iniciais do Ensino Fundamental. Os documentos coletados para análise foram o Projeto Pedagógico do Curso (PPC), a ementa da disciplina Teoria e Metodologia do Ensino da Matemática, a matriz curricular; questionário e entrevistas. Para a sistematização, discussão e a triangulação de dados e para o procedimento de análise das informações optou-se pela Análise de Conteúdo de Bardin (2009). Os principais resultados encontrados mostraram: a) a proposta do curso de Pedagogia atende às DCNLP, porém seu amplo campo de habilitações acaba resumindo a formação em matemática; b) a preocupação dos professores formadores em assegurar aos futuros professores a capacidade para interpretar e analisar a aproximação com os espaços próprios da docência; c) os conhecimentos formativos para o ensino da matemática, oferecido no contexto do curso de Pedagogia investigado, contribuíram de forma discreta para a atuação docente nos primeiros anos do EF. As considerações elencadas a partir dessa pesquisa revelaram que a superação do desafino oferecido na formação matemática do pedagogo no curso de licenciatura em Pedagogia e da formação matemática necessária no exercício docente nos anos iniciais torna-se urgente e constitui uma apreensão no campo da Educação Matemática.Made available in DSpace on 2017-07-21T20:31:58Z (GMT). No. of bitstreams: 1 JOANICE ZUBER BEDNARCHUK.pdf: 1473110 bytes, checksum: 30792b436f266a3f2ae32099c4643aef (MD5) Previous issue date: 2012-04-04application/pdfporUNIVERSIDADE ESTADUAL DE PONTA GROSSAPrograma de Pós-Graduação em EducaçãoUEPGBREducaçãoFormação inicial de professoresFormação matemáticaEducaçãoInitial formation of teachersMathematical formationMathematics EducationCNPQ::CIENCIAS HUMANAS::EDUCACAOFORMAÇÃO INICIAL EM MATEMÁTICA: AS MANIFESTAÇÕES DOS EGRESSOS DE PEDAGOGIA SOBRE A FORMAÇÃO PARA A DOCÊNCIA NOS ANOS INICIAIS DO ENSINO FUNDAMENTALInitial Formation in Math: the manifestation of egresses of Pedagogy about the staff formation in the beginning years of teaching in Fundamental teachinginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEPGinstname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGORIGINALJOANICE ZUBER BEDNARCHUK.pdfapplication/pdf1473110http://tede2.uepg.br/jspui/bitstream/prefix/1332/1/JOANICE%20ZUBER%20BEDNARCHUK.pdf30792b436f266a3f2ae32099c4643aefMD51prefix/13322017-07-21 17:31:58.481oai:tede2.uepg.br:prefix/1332Biblioteca Digital de Teses e Dissertaçõeshttps://tede2.uepg.br/jspui/PUBhttp://tede2.uepg.br/oai/requestbicen@uepg.br||mv_fidelis@yahoo.com.bropendoar:2017-07-21T20:31:58Biblioteca Digital de Teses e Dissertações da UEPG - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.por.fl_str_mv FORMAÇÃO INICIAL EM MATEMÁTICA: AS MANIFESTAÇÕES DOS EGRESSOS DE PEDAGOGIA SOBRE A FORMAÇÃO PARA A DOCÊNCIA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL
dc.title.alternative.eng.fl_str_mv Initial Formation in Math: the manifestation of egresses of Pedagogy about the staff formation in the beginning years of teaching in Fundamental teaching
title FORMAÇÃO INICIAL EM MATEMÁTICA: AS MANIFESTAÇÕES DOS EGRESSOS DE PEDAGOGIA SOBRE A FORMAÇÃO PARA A DOCÊNCIA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL
spellingShingle FORMAÇÃO INICIAL EM MATEMÁTICA: AS MANIFESTAÇÕES DOS EGRESSOS DE PEDAGOGIA SOBRE A FORMAÇÃO PARA A DOCÊNCIA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL
Bednarchuk, Joanice Zuber
Formação inicial de professores
Formação matemática
Educação
Initial formation of teachers
Mathematical formation
Mathematics Education
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short FORMAÇÃO INICIAL EM MATEMÁTICA: AS MANIFESTAÇÕES DOS EGRESSOS DE PEDAGOGIA SOBRE A FORMAÇÃO PARA A DOCÊNCIA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL
title_full FORMAÇÃO INICIAL EM MATEMÁTICA: AS MANIFESTAÇÕES DOS EGRESSOS DE PEDAGOGIA SOBRE A FORMAÇÃO PARA A DOCÊNCIA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL
title_fullStr FORMAÇÃO INICIAL EM MATEMÁTICA: AS MANIFESTAÇÕES DOS EGRESSOS DE PEDAGOGIA SOBRE A FORMAÇÃO PARA A DOCÊNCIA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL
title_full_unstemmed FORMAÇÃO INICIAL EM MATEMÁTICA: AS MANIFESTAÇÕES DOS EGRESSOS DE PEDAGOGIA SOBRE A FORMAÇÃO PARA A DOCÊNCIA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL
title_sort FORMAÇÃO INICIAL EM MATEMÁTICA: AS MANIFESTAÇÕES DOS EGRESSOS DE PEDAGOGIA SOBRE A FORMAÇÃO PARA A DOCÊNCIA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL
author Bednarchuk, Joanice Zuber
author_facet Bednarchuk, Joanice Zuber
author_role author
dc.contributor.advisor1.fl_str_mv Burak, Dionisio
dc.contributor.advisor1ID.fl_str_mv CPF:02581108931
dc.contributor.advisor1Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4703629P7
dc.contributor.referee1.fl_str_mv Vosgerau, Dilmeire Sant\'anna
dc.contributor.referee1ID.fl_str_mv CPF:47885505987
dc.contributor.referee1Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4703611E8
dc.contributor.referee2.fl_str_mv Brandalise, Mary ângela Teixeira
dc.contributor.referee2ID.fl_str_mv CPF:37428659949
dc.contributor.referee2Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777602A6
dc.contributor.authorID.fl_str_mv CPF:48724602949
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777936H6
dc.contributor.author.fl_str_mv Bednarchuk, Joanice Zuber
contributor_str_mv Burak, Dionisio
Vosgerau, Dilmeire Sant\'anna
Brandalise, Mary ângela Teixeira
dc.subject.por.fl_str_mv Formação inicial de professores
Formação matemática
Educação
topic Formação inicial de professores
Formação matemática
Educação
Initial formation of teachers
Mathematical formation
Mathematics Education
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Initial formation of teachers
Mathematical formation
Mathematics Education
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description This work presents an investigation of relation between the initial Mathematics formation of a graduation course in Pedagogy and the teaching of the teachers egresses that act in the beginning years of the Fundamental teaching in a city in the countryside of Paraná State. The research objectives were: a) check what reveals the PPC of the graduation course of Pedagogy regarding the formative aspects of mathematics, b) investigate the mathematical training conception of the teacher educators, c) analyze the manifestations of the graduates on mathematical training of the Pedagogy course for mathematics teaching. It was used as theoretical the contributions from Shulman (1986, 1987), Tardif (2002), Mizukami (2004), and Saviani (2007) for initial training and teacher knowledge, as authors that support the teachers training who teach mathematics, it was resorted to the contributions of Nacarato and Fiorentini (2005), Serrazina (2002), Imbernón (2002). It also deepens studies regarding the various methods to teach mathematics (BURAK; KLÜBER,2010, D'AMBRÓSIO, 2001). The literature review points out the research of Curi (2004), Baumann and Bicudo (2009, 2010), Zimer (2008), Mello (2000) and Gatti (2009a) on the initial training in mathematics in the Pedagogy course. As a methodological perspective it was adopted the theoretical approaches of qualitative research (BOGDAN; BIKLEN, 1994) and the design case study (YIN, 2001). The subjects of the investigation were: coordination and two teachers in charge of the Pedagogy graduation course and ten graduates of the Pedagogy graduation who work in the early years of elementary school. The collected documents for analysis were: Pedagogical Project of the Course (PPC), the menu of the Theory and Methodology of Teaching Mathematics, questionnaire and interviews. The Content Analysis of Bardin (2009) was used for data systematization, data discussion and data triangulation. The main results found showed: a) the proposal of the Pedagogy graduation course meets the DCNLP, but its wide field of skills ends by summarizing the training in mathematics, b) the concern of teachers to ensure to future teachers the ability to interpret and analyze the approach to the teaching spaces, c) skills training for the teaching of mathematics, offered in the context of the investigated Pedagogy graduation course discreetly contributed to teacher performance in the early years of the EF. The considerations listed from this research reveal that the overcoming of the mismatch showed in the mathematical training of the teacher in the Pedagogy graduation course and math training practice the initial years teaching has become urgent and constitutes a concern in the field of mathematics education.
publishDate 2012
dc.date.available.fl_str_mv 2012-06-25
2017-07-21T20:31:58Z
dc.date.issued.fl_str_mv 2012-04-04
dc.date.accessioned.fl_str_mv 2017-07-21T20:31:58Z
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identifier_str_mv BEDNARCHUK, Joanice Zuber. Initial Formation in Math: the manifestation of egresses of Pedagogy about the staff formation in the beginning years of teaching in Fundamental teaching. 2012. 172 f. Dissertação (Mestrado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta GRossa, 2012.
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