NARRATIVAS DE PROFESSORES DE MATEMÁTICA QUE ATUARAM NO CONTEXTO DO ENSINO REMOTO EMERGENCIAL EM CAMPO GRANDE-MS
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMS |
Texto Completo: | https://repositorio.ufms.br/handle/123456789/5531 |
Resumo: | This text is the result of a master’s research in Mathematics Education that was carried out between 2020 and 2022, during a pandemic period that intensely crossed us in such a way that it seemed to make no sense to think of research that was not a consequence of Covid-19. What we propose in this work is to understand the unusual ways of producing schools during the period of the Covid-19 pandemic, in Campo Grande, MS. We understand that there was a suspension of a time and space where teaching was done and adaptations to continue doing the school. With the suspension of face-to-face classes, teachers, students, and families had to adapt to other ways of being at school. Data production was conducted with Mathematics teachers who worked in 2020 in state schools in Campo Grande, MS. Altogether there were five teachers from different regions of the city who participated in the research. As a theoretical-methodological reference, we used Oral History (HO), which presupposes the production of narratives through oral interviews and the power of writing history through different authors. The results of the research show us that the school happened by technological and physical means through the Complementary Pedagogical Activities (APC), that there was an adaptation of the teaching practices to attend these modalities and that a great part of the students did not have access to this school constituted in 2020 due to lack of connectivity and implementation of Complementary Pedagogical Activities. Keywords: Covid-19 Pandemic. School. Mathematics Education. Oral History. |
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2023-01-13T14:14:40Z2023-01-13T14:14:40Z2022https://repositorio.ufms.br/handle/123456789/5531This text is the result of a master’s research in Mathematics Education that was carried out between 2020 and 2022, during a pandemic period that intensely crossed us in such a way that it seemed to make no sense to think of research that was not a consequence of Covid-19. What we propose in this work is to understand the unusual ways of producing schools during the period of the Covid-19 pandemic, in Campo Grande, MS. We understand that there was a suspension of a time and space where teaching was done and adaptations to continue doing the school. With the suspension of face-to-face classes, teachers, students, and families had to adapt to other ways of being at school. Data production was conducted with Mathematics teachers who worked in 2020 in state schools in Campo Grande, MS. Altogether there were five teachers from different regions of the city who participated in the research. As a theoretical-methodological reference, we used Oral History (HO), which presupposes the production of narratives through oral interviews and the power of writing history through different authors. The results of the research show us that the school happened by technological and physical means through the Complementary Pedagogical Activities (APC), that there was an adaptation of the teaching practices to attend these modalities and that a great part of the students did not have access to this school constituted in 2020 due to lack of connectivity and implementation of Complementary Pedagogical Activities. Keywords: Covid-19 Pandemic. School. Mathematics Education. Oral History.Este texto é resultado de uma pesquisa de Mestrado em Educação Matemática que se constituiu nos anos de 2020 a 2022, em meio a um período pandêmico que nos atravessou intensamente de tal forma que parecia não fazer sentido pensar numa pesquisa que não fosse consequência da Covid-19. O que propomos neste trabalho é compreender os diferentes modos de se produzir escolas durante o período da pandemia de Covid-19, em Campo Grande, MS. Entendemos que houve a suspenção de um tempo e espaço onde se ensinava e também adaptações para prosseguir o fazer da escola. Com a suspensão das aulas presenciais, professores, alunos e famílias precisaram se adaptar a outros meios de estar na escola. A produção de dados foi realizada com professores de Matemática que atuaram em 2020 nas escolas estaduais de Campo Grande, MS. Ao todo foram cinco professores de diferentes regiões da cidade que participaram da pesquisa. Como referencial teórico-metodológico utilizamos a História Oral (HO) que tem por pressuposto a produção de narrativas por meio de entrevistas orais e a potência de escrever a história por meio de diferentes autores. Os resultados da pesquisa nos mostram que a escola aconteceu por meios tecnológicos e físicos através das Atividades Pedagógicas Complementares (APC), que houve uma adaptação das práticas docentes para atendimento a essas modalidades e que grande parte dos alunos não tiveram acesso a essa escola constituída em 2020 por falta de conectividade e realização das Atividades Pedagógicas Complementares. Palavra-chave: Pandemia da Covid-19. Escola. Educação Matemática. História Oral.Fundação Universidade Federal de Mato Grosso do SulUFMSBrasilPandemia da Covid-19, Escola, Professores, História Oral.NARRATIVAS DE PROFESSORES DE MATEMÁTICA QUE ATUARAM NO CONTEXTO DO ENSINO REMOTO EMERGENCIAL EM CAMPO GRANDE-MSinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCarla Regina Mariano da SilvaSilviane de Queiroz Caixeta Christian Ramosinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da UFMSinstname:Universidade Federal de Mato Grosso do Sul (UFMS)instacron:UFMSORIGINALTEXTO FINAL DA DISSERTAÇÃO DA SILVIANE.pdfTEXTO FINAL DA DISSERTAÇÃO DA SILVIANE.pdfapplication/pdf1811064https://repositorio.ufms.br/bitstream/123456789/5531/-1/TEXTO%20FINAL%20DA%20DISSERTA%c3%87%c3%83O%20DA%20SILVIANE.pdfc75770a533d3dec58bd8c59ce7e2d38fMD5-1123456789/55312023-01-13 10:14:41.519oai:repositorio.ufms.br:123456789/5531Repositório InstitucionalPUBhttps://repositorio.ufms.br/oai/requestri.prograd@ufms.bropendoar:21242023-01-13T14:14:41Repositório Institucional da UFMS - Universidade Federal de Mato Grosso do Sul (UFMS)false |
dc.title.pt_BR.fl_str_mv |
NARRATIVAS DE PROFESSORES DE MATEMÁTICA QUE ATUARAM NO CONTEXTO DO ENSINO REMOTO EMERGENCIAL EM CAMPO GRANDE-MS |
title |
NARRATIVAS DE PROFESSORES DE MATEMÁTICA QUE ATUARAM NO CONTEXTO DO ENSINO REMOTO EMERGENCIAL EM CAMPO GRANDE-MS |
spellingShingle |
NARRATIVAS DE PROFESSORES DE MATEMÁTICA QUE ATUARAM NO CONTEXTO DO ENSINO REMOTO EMERGENCIAL EM CAMPO GRANDE-MS Silviane de Queiroz Caixeta Christian Ramos Pandemia da Covid-19, Escola, Professores, História Oral. |
title_short |
NARRATIVAS DE PROFESSORES DE MATEMÁTICA QUE ATUARAM NO CONTEXTO DO ENSINO REMOTO EMERGENCIAL EM CAMPO GRANDE-MS |
title_full |
NARRATIVAS DE PROFESSORES DE MATEMÁTICA QUE ATUARAM NO CONTEXTO DO ENSINO REMOTO EMERGENCIAL EM CAMPO GRANDE-MS |
title_fullStr |
NARRATIVAS DE PROFESSORES DE MATEMÁTICA QUE ATUARAM NO CONTEXTO DO ENSINO REMOTO EMERGENCIAL EM CAMPO GRANDE-MS |
title_full_unstemmed |
NARRATIVAS DE PROFESSORES DE MATEMÁTICA QUE ATUARAM NO CONTEXTO DO ENSINO REMOTO EMERGENCIAL EM CAMPO GRANDE-MS |
title_sort |
NARRATIVAS DE PROFESSORES DE MATEMÁTICA QUE ATUARAM NO CONTEXTO DO ENSINO REMOTO EMERGENCIAL EM CAMPO GRANDE-MS |
author |
Silviane de Queiroz Caixeta Christian Ramos |
author_facet |
Silviane de Queiroz Caixeta Christian Ramos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Carla Regina Mariano da Silva |
dc.contributor.author.fl_str_mv |
Silviane de Queiroz Caixeta Christian Ramos |
contributor_str_mv |
Carla Regina Mariano da Silva |
dc.subject.por.fl_str_mv |
Pandemia da Covid-19, Escola, Professores, História Oral. |
topic |
Pandemia da Covid-19, Escola, Professores, História Oral. |
description |
This text is the result of a master’s research in Mathematics Education that was carried out between 2020 and 2022, during a pandemic period that intensely crossed us in such a way that it seemed to make no sense to think of research that was not a consequence of Covid-19. What we propose in this work is to understand the unusual ways of producing schools during the period of the Covid-19 pandemic, in Campo Grande, MS. We understand that there was a suspension of a time and space where teaching was done and adaptations to continue doing the school. With the suspension of face-to-face classes, teachers, students, and families had to adapt to other ways of being at school. Data production was conducted with Mathematics teachers who worked in 2020 in state schools in Campo Grande, MS. Altogether there were five teachers from different regions of the city who participated in the research. As a theoretical-methodological reference, we used Oral History (HO), which presupposes the production of narratives through oral interviews and the power of writing history through different authors. The results of the research show us that the school happened by technological and physical means through the Complementary Pedagogical Activities (APC), that there was an adaptation of the teaching practices to attend these modalities and that a great part of the students did not have access to this school constituted in 2020 due to lack of connectivity and implementation of Complementary Pedagogical Activities. Keywords: Covid-19 Pandemic. School. Mathematics Education. Oral History. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022 |
dc.date.accessioned.fl_str_mv |
2023-01-13T14:14:40Z |
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2023-01-13T14:14:40Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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https://repositorio.ufms.br/handle/123456789/5531 |
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https://repositorio.ufms.br/handle/123456789/5531 |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Fundação Universidade Federal de Mato Grosso do Sul |
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UFMS |
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Brasil |
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Fundação Universidade Federal de Mato Grosso do Sul |
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