Formação continuada de professores no campo da educação Matemática: perspectivas do conhecimento praxiológico

• Autor(a) principal: Fernandes, Regina Alves Costa
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/10929
• topic: Campo da educação Matemática; Formação continuada do professor de Matemática; Pierre Bourdieu; Método praxiológico; Mathematics education field; Continuing teacher education in Mathematics; Pierre Bourdieu; Praxiological method; CIENCIAS HUMANAS::EDUCACAO

This thesis approaches the Continuing Teacher Education in Mathematics according to the dissertations presented to the Graduate Program in Science and Mathematics Education at the Federal University of Goiás, between 2009 and 2015. The aim of the study is to comprehend the net of relations established in the Mathematics Education Field through the analysis of the academic productions of the Graduate Program regarding Continuing Teacher Education in Mathematics. The theoretical-methodological framework of the study is the praxiological knowledge of Pierre Bourdieu and his concept of habitus and field, considering the modus operandi of the author. These concepts have fundamental elements such as eidos and ethos which are related to habitus, and doxa, nomos e illusio linked to field, as a category of analysis. In order to deepen in the structures that structure and also the mutual relations among the objective positions of each significant event the following subcategories of analysis were distinguished: participation, relevance of the Continuing Teacher Education, realities of this teacher training, professional development and its challenges. The praxiological method enable to evidence that, besides the theoretical studies, in the Mathematics field, there are relations based on a structure that implies space for conflicts. Those conflicts tend to maintain or transform the forces, based on the relations and alliances that the groups, who dominate or not establish among themselves. The strategies used by those groups to maintain or transform the structures depend on their mathematical habitus as an individual scheme of the Math Teacher. This schema, which is social and cognitively constituted in/by the social practical experiences of the Math Teacher in the field, can be a source of renovation of the structures that structure. The structures, on the other hand, guide constantly the functions and actions of this agent.