Formação continuada de professores no campo da educação Matemática: perspectivas do conhecimento praxiológico
Autor(a) principal: | |
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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 |
Resumo: | 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. |
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Rosa, Dalva Eterna Gonçalveshttp://lattes.cnpq.br/2328482856293466Rosa, Dalva Eterna GonçalvesPessoa, Jadir de MoraisNacarato, Adair MendesMesquita, Nyuara Araújo da SilvaRibeiro, José Pedro Machadohttp://lattes.cnpq.br/2900457457638464Fernandes, Regina Alves Costa2020-11-16T11:44:13Z2020-11-16T11:44:13Z2020-09-30FERNANDES, R. A. C. Formação continuada de professores no campo da educação Matemática: perspectivas do conhecimento praxiológico. 2020. 145 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2020.http://repositorio.bc.ufg.br/tede/handle/tede/10929ark:/38995/001300000dp63This 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.Nesta tese aborda-se a formação continuada do professor de Matemática na perspectiva das dissertações de egressos do Programa de Pós-Graduação em Educação em Ciências e Matemática da Universidade Federal de Goiás (PPGECM/UFG), defendidas no período de 2009 a 2015. Tem-se por objetivo compreender as teias de relações que se compõem no campo da Educação Matemática, por meio da análise das produções acadêmicas do PPGECM/UFG que versam sobre a formação continuada do professor de Matemática. O referencial teórico-metodológico é o conhecimento praxiológico de Pierre Bourdieu e seus conceitos de habitus e campo, considerando-se o modus operandi desse autor. Os conceitos em questão possuem elementos fundamentais como eidos e ethos relacionados ao habitus, e doxa, nomos e illusio vinculados ao campo, tidos como categoria de análise. Para aprofundar nas estruturas estruturantes e nas relações mútuas entre as posições objetivas de cada ocorrência significativa foram distinguidas as seguintes subcategorias de análise: participação, relevância da formação continuada, realidades dessa formação, desenvolvimento profissional e seus desafios. O método praxiológico possibilitou evidenciar que, além dos estudos teóricos, no campo da Educação Matemática, ocorrem relações pautadas em uma estrutura que implica espaço de conflitos. Este tende à manutenção ou à transformação de forças, tomando-se por base as relações e alianças que os grupos, dominantes e pretendes, estabelecem entre si. As estratégias que esses grupos utilizam para manter ou transformar tais estruturas dependem do habitus matemático como esquema individual do professor de Matemática. Esse esquema, constituído nas relações sociais e estruturado cognitivamente nas e pelas experiências das práticas sociais do professor de Matemática nesse campo, nas quais está inserido, pode ser fonte de renovação das estruturas estruturantes. Estas, por sua vez, orientam constantemente as funções e ações desse agente.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2020-11-13T11:16:58Z No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Tese - Regina Alves Costa Fernandes - 2020.pdf: 2833267 bytes, checksum: 6737184fb28dda2fd22733f306edde62 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2020-11-16T11:44:13Z (GMT) No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Tese - Regina Alves Costa Fernandes - 2020.pdf: 2833267 bytes, checksum: 6737184fb28dda2fd22733f306edde62 (MD5)Made available in DSpace on 2020-11-16T11:44:13Z (GMT). No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Tese - Regina Alves Costa Fernandes - 2020.pdf: 2833267 bytes, checksum: 6737184fb28dda2fd22733f306edde62 (MD5) Previous issue date: 2020-09-30Fundação de Amparo à Pesquisa do Estado de GoiásporUniversidade Federal de GoiásPrograma de Pós-graduação em Educação em Ciências e Matemática (PRPG)UFGBrasilPró-Reitoria de Pós-graduação (PRPG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessCampo da educação MatemáticaFormação continuada do professor de MatemáticaPierre BourdieuMétodo praxiológicoMathematics education fieldContinuing teacher education in MathematicsPierre BourdieuPraxiological methodCIENCIAS HUMANAS::EDUCACAOFormação continuada de professores no campo da educação Matemática: perspectivas do conhecimento praxiológicoContinuous teacher training in the Math education field: perspectives of praxiological knowledgeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis39500500500500301953reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/d371d8aa-96ad-4016-9e37-9f72b874db46/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/798cb422-ece6-491b-82bd-b9ce2ec6a3d4/download4460e5956bc1d1639be9ae6146a50347MD52ORIGINALTese - Regina Alves Costa Fernandes - 2020.pdfTese - Regina Alves Costa Fernandes - 2020.pdfapplication/pdf2833267http://repositorio.bc.ufg.br/tede/bitstreams/205485b5-cc2a-477d-9e4e-90cb737948c4/download6737184fb28dda2fd22733f306edde62MD53tede/109292020-11-16 08:44:13.994http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/10929http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2020-11-16T11:44:13Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)falseTk9URTogUExBQ0UgWU9VUiBPV04gTElDRU5TRSBIRVJFClRoaXMgc2FtcGxlIGxpY2Vuc2UgaXMgcHJvdmlkZWQgZm9yIGluZm9ybWF0aW9uYWwgcHVycG9zZXMgb25seS4KCk5PTi1FWENMVVNJVkUgRElTVFJJQlVUSU9OIExJQ0VOU0UKCkJ5IHNpZ25pbmcgYW5kIHN1Ym1pdHRpbmcgdGhpcyBsaWNlbnNlLCB5b3UgKHRoZSBhdXRob3Iocykgb3IgY29weXJpZ2h0Cm93bmVyKSBncmFudHMgdG8gRFNwYWNlIFVuaXZlcnNpdHkgKERTVSkgdGhlIG5vbi1leGNsdXNpdmUgcmlnaHQgdG8gcmVwcm9kdWNlLAp0cmFuc2xhdGUgKGFzIGRlZmluZWQgYmVsb3cpLCBhbmQvb3IgZGlzdHJpYnV0ZSB5b3VyIHN1Ym1pc3Npb24gKGluY2x1ZGluZwp0aGUgYWJzdHJhY3QpIHdvcmxkd2lkZSBpbiBwcmludCBhbmQgZWxlY3Ryb25pYyBmb3JtYXQgYW5kIGluIGFueSBtZWRpdW0sCmluY2x1ZGluZyBidXQgbm90IGxpbWl0ZWQgdG8gYXVkaW8gb3IgdmlkZW8uCgpZb3UgYWdyZWUgdGhhdCBEU1UgbWF5LCB3aXRob3V0IGNoYW5naW5nIHRoZSBjb250ZW50LCB0cmFuc2xhdGUgdGhlCnN1Ym1pc3Npb24gdG8gYW55IG1lZGl1bSBvciBmb3JtYXQgZm9yIHRoZSBwdXJwb3NlIG9mIHByZXNlcnZhdGlvbi4KCllvdSBhbHNvIGFncmVlIHRoYXQgRFNVIG1heSBrZWVwIG1vcmUgdGhhbiBvbmUgY29weSBvZiB0aGlzIHN1Ym1pc3Npb24gZm9yCnB1cnBvc2VzIG9mIHNlY3VyaXR5LCBiYWNrLXVwIGFuZCBwcmVzZXJ2YXRpb24uCgpZb3UgcmVwcmVzZW50IHRoYXQgdGhlIHN1Ym1pc3Npb24gaXMgeW91ciBvcmlnaW5hbCB3b3JrLCBhbmQgdGhhdCB5b3UgaGF2ZQp0aGUgcmlnaHQgdG8gZ3JhbnQgdGhlIHJpZ2h0cyBjb250YWluZWQgaW4gdGhpcyBsaWNlbnNlLiBZb3UgYWxzbyByZXByZXNlbnQKdGhhdCB5b3VyIHN1Ym1pc3Npb24gZG9lcyBub3QsIHRvIHRoZSBiZXN0IG9mIHlvdXIga25vd2xlZGdlLCBpbmZyaW5nZSB1cG9uCmFueW9uZSdzIGNvcHlyaWdodC4KCklmIHRoZSBzdWJtaXNzaW9uIGNvbnRhaW5zIG1hdGVyaWFsIGZvciB3aGljaCB5b3UgZG8gbm90IGhvbGQgY29weXJpZ2h0LAp5b3UgcmVwcmVzZW50IHRoYXQgeW91IGhhdmUgb2J0YWluZWQgdGhlIHVucmVzdHJpY3RlZCBwZXJtaXNzaW9uIG9mIHRoZQpjb3B5cmlnaHQgb3duZXIgdG8gZ3JhbnQgRFNVIHRoZSByaWdodHMgcmVxdWlyZWQgYnkgdGhpcyBsaWNlbnNlLCBhbmQgdGhhdApzdWNoIHRoaXJkLXBhcnR5IG93bmVkIG1hdGVyaWFsIGlzIGNsZWFybHkgaWRlbnRpZmllZCBhbmQgYWNrbm93bGVkZ2VkCndpdGhpbiB0aGUgdGV4dCBvciBjb250ZW50IG9mIHRoZSBzdWJtaXNzaW9uLgoKSUYgVEhFIFNVQk1JU1NJT04gSVMgQkFTRUQgVVBPTiBXT1JLIFRIQVQgSEFTIEJFRU4gU1BPTlNPUkVEIE9SIFNVUFBPUlRFRApCWSBBTiBBR0VOQ1kgT1IgT1JHQU5JWkFUSU9OIE9USEVSIFRIQU4gRFNVLCBZT1UgUkVQUkVTRU5UIFRIQVQgWU9VIEhBVkUKRlVMRklMTEVEIEFOWSBSSUdIVCBPRiBSRVZJRVcgT1IgT1RIRVIgT0JMSUdBVElPTlMgUkVRVUlSRUQgQlkgU1VDSApDT05UUkFDVCBPUiBBR1JFRU1FTlQuCgpEU1Ugd2lsbCBjbGVhcmx5IGlkZW50aWZ5IHlvdXIgbmFtZShzKSBhcyB0aGUgYXV0aG9yKHMpIG9yIG93bmVyKHMpIG9mIHRoZQpzdWJtaXNzaW9uLCBhbmQgd2lsbCBub3QgbWFrZSBhbnkgYWx0ZXJhdGlvbiwgb3RoZXIgdGhhbiBhcyBhbGxvd2VkIGJ5IHRoaXMKbGljZW5zZSwgdG8geW91ciBzdWJtaXNzaW9uLgo= |
dc.title.pt_BR.fl_str_mv |
Formação continuada de professores no campo da educação Matemática: perspectivas do conhecimento praxiológico |
dc.title.alternative.eng.fl_str_mv |
Continuous teacher training in the Math education field: perspectives of praxiological knowledge |
title |
Formação continuada de professores no campo da educação Matemática: perspectivas do conhecimento praxiológico |
spellingShingle |
Formação continuada de professores no campo da educação Matemática: perspectivas do conhecimento praxiológico Fernandes, Regina Alves Costa 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 |
title_short |
Formação continuada de professores no campo da educação Matemática: perspectivas do conhecimento praxiológico |
title_full |
Formação continuada de professores no campo da educação Matemática: perspectivas do conhecimento praxiológico |
title_fullStr |
Formação continuada de professores no campo da educação Matemática: perspectivas do conhecimento praxiológico |
title_full_unstemmed |
Formação continuada de professores no campo da educação Matemática: perspectivas do conhecimento praxiológico |
title_sort |
Formação continuada de professores no campo da educação Matemática: perspectivas do conhecimento praxiológico |
author |
Fernandes, Regina Alves Costa |
author_facet |
Fernandes, Regina Alves Costa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Rosa, Dalva Eterna Gonçalves |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2328482856293466 |
dc.contributor.referee1.fl_str_mv |
Rosa, Dalva Eterna Gonçalves |
dc.contributor.referee2.fl_str_mv |
Pessoa, Jadir de Morais |
dc.contributor.referee3.fl_str_mv |
Nacarato, Adair Mendes |
dc.contributor.referee4.fl_str_mv |
Mesquita, Nyuara Araújo da Silva |
dc.contributor.referee5.fl_str_mv |
Ribeiro, José Pedro Machado |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2900457457638464 |
dc.contributor.author.fl_str_mv |
Fernandes, Regina Alves Costa |
contributor_str_mv |
Rosa, Dalva Eterna Gonçalves Rosa, Dalva Eterna Gonçalves Pessoa, Jadir de Morais Nacarato, Adair Mendes Mesquita, Nyuara Araújo da Silva Ribeiro, José Pedro Machado |
dc.subject.por.fl_str_mv |
Campo da educação Matemática Formação continuada do professor de Matemática Pierre Bourdieu Método praxiológico |
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 |
dc.subject.eng.fl_str_mv |
Mathematics education field Continuing teacher education in Mathematics Pierre Bourdieu Praxiological method |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
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. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-11-16T11:44:13Z |
dc.date.available.fl_str_mv |
2020-11-16T11:44:13Z |
dc.date.issued.fl_str_mv |
2020-09-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
FERNANDES, R. A. C. Formação continuada de professores no campo da educação Matemática: perspectivas do conhecimento praxiológico. 2020. 145 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2020. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/10929 |
dc.identifier.dark.fl_str_mv |
ark:/38995/001300000dp63 |
identifier_str_mv |
FERNANDES, R. A. C. Formação continuada de professores no campo da educação Matemática: perspectivas do conhecimento praxiológico. 2020. 145 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2020. ark:/38995/001300000dp63 |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/10929 |
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por |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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Universidade Federal de Goiás |
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UFG |
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Universidade Federal de Goiás |
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