A atividade pedagógica do professor de Matemática no PROEJA
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tde/552 |
Resumo: | This thesis shall discuss the existent relation between the pedagogical actions of mathematics teachers and the necessities and the specifics of apprenticeship of young students and adult workers. The starting point consists in a field investigation realized at the IFG, a campus of Goiania, with a mathematics teacher of the technical course of alimentation services of PROEJA. For this, the methodology of the field investigation has to be qualitative. The adopted instruments of the date collection have been questionnaire, semi-structured interviews, direct observation, field-diaries and registries of the classes in video. The theoretic fundament is based on principle works of cultural-historical psychology students and on the activity theory (Vigotski, Leontiev, Davidov and others). The analyzing process of the dates is organized in three categories: "The purpose of pedagogical work", "The organization of pedagogical activity", and "the actions in pedagogical activities". The first category analyzes the professional trajectory of the teacher, focussing the conceptions of mathematics knowledge, the process of teaching and apprenticeship of mathematics and the principal motive of his pedagogical activity. The second category treats the form how the professional organizes the activities of teaching, specifically how he selects determined contents, which are utilized as strategies in the class room and as a model of evaluation of apprenticeship of the pupils. Finally, taking for base this kind of elements, the third category intents to analyze in what measure the pedagogical actions of the mathematics teacher satisfy the necessities and specific needs of the students being in PROEJA. This category as well has the precept to analyse the results of the teaching activities from the perceptions of the teacher himself, in order to understand the sense that he gives to his pedagogical activity, understanding this concept as a dialectic unit between the teaching-activity of apprenticeship. The results indicates the creation of subsidies theories and methodologies which are competent to contribute to possible and necessary processes of teaching organization which attends the conditions of apprenticeship of young students and adult workers, as mayor necessity. |
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CEDRO, Wellington Limahttp://lattes.cnpq.br/1123884255260078http://lattes.cnpq.br/1230799795917919JACINTO, Everton Lacerda2014-07-29T15:00:22Z2011-12-282011-07-04JACINTO, Everton Lacerda. The pedagogical activity of the Mathematics teacher at the PROEJA.. 2011. 223 f. Dissertação (Mestrado em Ciências Exatas e da Terra) - Universidade Federal de Goiás, Goiânia, 2011.http://repositorio.bc.ufg.br/tede/handle/tde/552ark:/38995/0013000008jvbThis thesis shall discuss the existent relation between the pedagogical actions of mathematics teachers and the necessities and the specifics of apprenticeship of young students and adult workers. The starting point consists in a field investigation realized at the IFG, a campus of Goiania, with a mathematics teacher of the technical course of alimentation services of PROEJA. For this, the methodology of the field investigation has to be qualitative. The adopted instruments of the date collection have been questionnaire, semi-structured interviews, direct observation, field-diaries and registries of the classes in video. The theoretic fundament is based on principle works of cultural-historical psychology students and on the activity theory (Vigotski, Leontiev, Davidov and others). The analyzing process of the dates is organized in three categories: "The purpose of pedagogical work", "The organization of pedagogical activity", and "the actions in pedagogical activities". The first category analyzes the professional trajectory of the teacher, focussing the conceptions of mathematics knowledge, the process of teaching and apprenticeship of mathematics and the principal motive of his pedagogical activity. The second category treats the form how the professional organizes the activities of teaching, specifically how he selects determined contents, which are utilized as strategies in the class room and as a model of evaluation of apprenticeship of the pupils. Finally, taking for base this kind of elements, the third category intents to analyze in what measure the pedagogical actions of the mathematics teacher satisfy the necessities and specific needs of the students being in PROEJA. This category as well has the precept to analyse the results of the teaching activities from the perceptions of the teacher himself, in order to understand the sense that he gives to his pedagogical activity, understanding this concept as a dialectic unit between the teaching-activity of apprenticeship. The results indicates the creation of subsidies theories and methodologies which are competent to contribute to possible and necessary processes of teaching organization which attends the conditions of apprenticeship of young students and adult workers, as mayor necessity.Esta dissertação discute a relação existente entre as ações pedagógicas do professor de Matemática e as necessidades e especificidades de aprendizagem dos alunos jovens e adultos trabalhadores. O ponto de partida consiste em um trabalho de campo realizado no IFG, campus de Goiânia, com um professor de Matemática do curso técnico em Serviços de Alimentação do PROEJA. Para isso, teve-se como abordagem qualitativa de investigação a metodologia de estudo de caso. Os instrumentos adotados na coleta de dados foram questionário, entrevistas semiestruturadas, observações diretas, diário de campo e registros das aulas em vídeo. Tem-se como fundamentação teórica as principais obras dos estudiosos da Psicologia Histórico-Cultural e da Teoria da Atividade (Vigotski, Leontiev, Davidov e outros). O processo de análise dos dados está organizado em três categorias: "A finalidade do trabalho pedagógico", "A organização da atividade pedagógica" e "As ações na atividade pedagógica". A primeira categoria analisa a trajetória profissional do professor enfocando as concepções sobre o conhecimento matemático, o processo de ensino e aprendizagem da Matemática e o motivo principal de sua atividade pedagógica. A segunda categoria trata da forma como este profissional organiza as atividades de ensino, mais especificamente como seleciona determinados conteúdos, quais as estratégias utilizadas em sala de aula e o modelo de avaliação da aprendizagem dos alunos. Por fim, tomando por base estes elementos, a terceira categoria busca analisar em que medida as ações pedagógicas do professor de Matemática satisfazem as necessidades e especificidades dos alunos ao estarem no PROEJA. Esta categoria também tem como preceito analisar os resultados das atividades de ensino a partir das percepções do próprio professor, a fim de compreender o sentido que o mesmo dá à sua atividade pedagógica, conceito este entendido como unidade dialética entre a atividade de ensino e atividade de aprendizagem. Os resultados indicam como necessidade maior a criação de subsídios teóricos e metodológicos capazes de contribuir para possíveis e necessários processos de organização de ensino que atendam as condições de aprendizagem dos alunos jovens e adultos trabalhadores.Made available in DSpace on 2014-07-29T15:00:22Z (GMT). No. of bitstreams: 1 Everton Lacerda Jacinto.pdf: 1282820 bytes, checksum: 0a5e146381438ca62bfc75ba7323ceea (MD5) Previous issue date: 2011-07-04application/pdfhttp://repositorio.bc.ufg.br/TEDE/retrieve/3128/Everton%20Lacerda%20Jacinto.pdf.jpgporUniversidade Federal de GoiásMestrado em Educação em Ciências e MatemáticaUFGBRCiências Exatas e da TerraTeoria Histórico-CulturalEducação de Jovens e AdultosPROEJAProfessor de MatemáticaAtividade Pedagógica.1. Teoria Histórico-cultural; 2. Educação de Jovens e Adultos; 3. PROEJA; 4. Professor de Matemática; 5. Atividade PedagógicaCultural-Historical theoryEducation for young people and adultsPROEJAMathematics teacherPedagogical activityCNPQ::CIENCIAS EXATAS E DA TERRAA atividade pedagógica do professor de Matemática no PROEJAThe pedagogical activity of the Mathematics teacher at the PROEJA.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGORIGINALEverton Lacerda Jacinto.pdfapplication/pdf1282820http://repositorio.bc.ufg.br/tede/bitstreams/bda445f4-def5-409c-bbe4-70df394c1c6d/download0a5e146381438ca62bfc75ba7323ceeaMD51THUMBNAILEverton Lacerda Jacinto.pdf.jpgEverton Lacerda Jacinto.pdf.jpgGenerated Thumbnailimage/jpeg2104http://repositorio.bc.ufg.br/tede/bitstreams/a6238d8a-ed3d-4989-9b04-925e0b2eaaa6/downloadc4715912a635b5fbde63d2a9b070733fMD52tde/5522014-07-30 03:03:08.845open.accessoai:repositorio.bc.ufg.br:tde/552http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2014-07-30T06:03:08Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)false |
dc.title.por.fl_str_mv |
A atividade pedagógica do professor de Matemática no PROEJA |
dc.title.alternative.eng.fl_str_mv |
The pedagogical activity of the Mathematics teacher at the PROEJA. |
title |
A atividade pedagógica do professor de Matemática no PROEJA |
spellingShingle |
A atividade pedagógica do professor de Matemática no PROEJA JACINTO, Everton Lacerda Teoria Histórico-Cultural Educação de Jovens e Adultos PROEJA Professor de Matemática Atividade Pedagógica. 1. Teoria Histórico-cultural; 2. Educação de Jovens e Adultos; 3. PROEJA; 4. Professor de Matemática; 5. Atividade Pedagógica Cultural-Historical theory Education for young people and adults PROEJA Mathematics teacher Pedagogical activity CNPQ::CIENCIAS EXATAS E DA TERRA |
title_short |
A atividade pedagógica do professor de Matemática no PROEJA |
title_full |
A atividade pedagógica do professor de Matemática no PROEJA |
title_fullStr |
A atividade pedagógica do professor de Matemática no PROEJA |
title_full_unstemmed |
A atividade pedagógica do professor de Matemática no PROEJA |
title_sort |
A atividade pedagógica do professor de Matemática no PROEJA |
author |
JACINTO, Everton Lacerda |
author_facet |
JACINTO, Everton Lacerda |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
CEDRO, Wellington Lima |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1123884255260078 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1230799795917919 |
dc.contributor.author.fl_str_mv |
JACINTO, Everton Lacerda |
contributor_str_mv |
CEDRO, Wellington Lima |
dc.subject.por.fl_str_mv |
Teoria Histórico-Cultural Educação de Jovens e Adultos PROEJA Professor de Matemática Atividade Pedagógica. 1. Teoria Histórico-cultural; 2. Educação de Jovens e Adultos; 3. PROEJA; 4. Professor de Matemática; 5. Atividade Pedagógica |
topic |
Teoria Histórico-Cultural Educação de Jovens e Adultos PROEJA Professor de Matemática Atividade Pedagógica. 1. Teoria Histórico-cultural; 2. Educação de Jovens e Adultos; 3. PROEJA; 4. Professor de Matemática; 5. Atividade Pedagógica Cultural-Historical theory Education for young people and adults PROEJA Mathematics teacher Pedagogical activity CNPQ::CIENCIAS EXATAS E DA TERRA |
dc.subject.eng.fl_str_mv |
Cultural-Historical theory Education for young people and adults PROEJA Mathematics teacher Pedagogical activity |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS EXATAS E DA TERRA |
description |
This thesis shall discuss the existent relation between the pedagogical actions of mathematics teachers and the necessities and the specifics of apprenticeship of young students and adult workers. The starting point consists in a field investigation realized at the IFG, a campus of Goiania, with a mathematics teacher of the technical course of alimentation services of PROEJA. For this, the methodology of the field investigation has to be qualitative. The adopted instruments of the date collection have been questionnaire, semi-structured interviews, direct observation, field-diaries and registries of the classes in video. The theoretic fundament is based on principle works of cultural-historical psychology students and on the activity theory (Vigotski, Leontiev, Davidov and others). The analyzing process of the dates is organized in three categories: "The purpose of pedagogical work", "The organization of pedagogical activity", and "the actions in pedagogical activities". The first category analyzes the professional trajectory of the teacher, focussing the conceptions of mathematics knowledge, the process of teaching and apprenticeship of mathematics and the principal motive of his pedagogical activity. The second category treats the form how the professional organizes the activities of teaching, specifically how he selects determined contents, which are utilized as strategies in the class room and as a model of evaluation of apprenticeship of the pupils. Finally, taking for base this kind of elements, the third category intents to analyze in what measure the pedagogical actions of the mathematics teacher satisfy the necessities and specific needs of the students being in PROEJA. This category as well has the precept to analyse the results of the teaching activities from the perceptions of the teacher himself, in order to understand the sense that he gives to his pedagogical activity, understanding this concept as a dialectic unit between the teaching-activity of apprenticeship. The results indicates the creation of subsidies theories and methodologies which are competent to contribute to possible and necessary processes of teaching organization which attends the conditions of apprenticeship of young students and adult workers, as mayor necessity. |
publishDate |
2011 |
dc.date.available.fl_str_mv |
2011-12-28 |
dc.date.issued.fl_str_mv |
2011-07-04 |
dc.date.accessioned.fl_str_mv |
2014-07-29T15:00:22Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
JACINTO, Everton Lacerda. The pedagogical activity of the Mathematics teacher at the PROEJA.. 2011. 223 f. Dissertação (Mestrado em Ciências Exatas e da Terra) - Universidade Federal de Goiás, Goiânia, 2011. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tde/552 |
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ark:/38995/0013000008jvb |
identifier_str_mv |
JACINTO, Everton Lacerda. The pedagogical activity of the Mathematics teacher at the PROEJA.. 2011. 223 f. Dissertação (Mestrado em Ciências Exatas e da Terra) - Universidade Federal de Goiás, Goiânia, 2011. ark:/38995/0013000008jvb |
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http://repositorio.bc.ufg.br/tede/handle/tde/552 |
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por |
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Universidade Federal de Goiás |
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UFG |
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Ciências Exatas e da Terra |
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Universidade Federal de Goiás |
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