A pesquisa acadêmica sobre o professor que ensina matemática no estado de Goiás no período de 2001 a 2012

• Autor(a) principal: Salazar, Gabriela de Araújo Achegaua
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/6591
• topic: Atividade de pesquisa; Coerência; Referencial teórico; Metodologia; Research activity; Consistent; Theoretical framework; Methodology; EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

This paper is a analysis about the academic research done in 2001 – 2012 periods in the postgraduate programs in Education and Education in Science and Mathematics on the teacher who teaches mathematics. The main goal of this paper was analyze and understand the academic literature on the teacher who teaches mathematics from a theoretical and methodological perspective to answer the following research question: Research has as subject to the teacher teaching math presented incoherence of cleat theoretical-methodological? It was used the meta-analysis like a kind of bibliographyc research like methodology. The theoretical framework is grounded in the activity’s theory of Leontiev which has theoretical and methodological bases grounded in Marxist thought. The main conception of research to investigate human phenomena was based on Vigotski who emphasizes the importance of considering the historicity of the phenomenon to explain the relationships that make up the whole. It was necessary to understand the evolution of research in Humanities (ALVES-MAZZOTTI; GEWAMDSZNADJDER, 1998; LAVILLE; DIONNE, 1999) and consequently in Education (GATTI, 2002) to understand the research in Mathematics Education in Brazil (FIORENTINI, 1994; FIORENTINI; LORENZATO, 2009). The problems encountered in educational research were treated based on Gatti (1983, 2002), Gouveia (1971), Souza, Magalhães and Silveira (2014) followed by the problems in Mathematics Education production (BICUDO, 1993; BICUDO; PAULO, 2011; FIORENTINI; LORENZATO, 2009). It was recorded 20 papers that studied the teacher who teaches mathematics, however, only those who presented the teacher as the subject of the research were analyzed. It was established as categories of analysis Coherence between problem and problematic, Theoretical-methodological Coherence and Coherence between problem, theoretical referential and methodology, in which 8 papers were analyzed in the postgraduate programs already mentioned. The main conclusions was that the majority of the academic works that has as focus of analysis the teacher who teaches mathematics presents theoretical and methodological.