ASSUMPTIONS PREVALENT IN ORGANIZATION UNDERGRADUATE IN MATHEMATICS IN BRAZIL

Detalhes bibliográficos
Autor(a) principal: Moriel Junior, Jeferson Gomes
Data de Publicação: 2016
Outros Autores: Wielewski, Gladys Denise
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Reamec
Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5318
Resumo: The improvement in math instruction necessarily entails the improvement in teacher preparation and overcomingthe problems of initial teacher requires analysis of the paradigms that guide such courses. This article discusses epistemological assumptions that have prevailed in degrees in Mathematics in Brazil. The analysis suggests that changes have occurred in courses and the area research, however, must be careful that the search for assumptions (more) suitable not imply neither practicism nor in theorycism in teacher education. As a result, there is some proposals that can strengthen links between theory and practice, as well as research issues that can contribute to the improvement of teacher education.
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spelling ASSUMPTIONS PREVALENT IN ORGANIZATION UNDERGRADUATE IN MATHEMATICS IN BRAZILPRESSUPOSTOS PREDOMINANTES NA ORGANIZAÇÃO DE LICENCIATURAS EM MATEMÁTICA NO BRASILPressupostos epistemológicosFormação de professores de matemáticaArticulação teoria e práticaEducação Matemática.Epistemological assumptionsMathematics teachers educationTheory and practice articulationMathematics educationThe improvement in math instruction necessarily entails the improvement in teacher preparation and overcomingthe problems of initial teacher requires analysis of the paradigms that guide such courses. This article discusses epistemological assumptions that have prevailed in degrees in Mathematics in Brazil. The analysis suggests that changes have occurred in courses and the area research, however, must be careful that the search for assumptions (more) suitable not imply neither practicism nor in theorycism in teacher education. As a result, there is some proposals that can strengthen links between theory and practice, as well as research issues that can contribute to the improvement of teacher education.A melhoria no ensino de matemática passa necessária, embora não exclusivamente, pela melhoria na preparação docente e a superação dos problemas da formação inicial de professores exige a análise dos paradigmas que orientam tais cursos. Este artigo apresenta uma discussão teórica sobre pressupostos epistemológicos que tem predominado em licenciaturas em Matemática no Brasil. A análise sugere que mudanças vem ocorrendo nos cursos e nas pesquisas da área, porém, é preciso cuidar para que a busca de pressupostos (mais) adequados não implique em praticismo, nem em teoricismo na formação docente. São destacadas, ainda, algumas propostas que podem fortalecer nexos entre teoria e prática na formação, bem como, questões de pesquisa visando contribuir para a melhoria da preparação docente.Universidade Federal de Mato Grosso (UFMT)2016-06-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/ziphttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/531810.26571/2318-6674.a2016.v4.n1.p76-87.i5318 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 4 Núm. 1 (2016): Janeiro a Junho de 2016; 76-87REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 4 n. 1 (2016): Janeiro a Junho de 2016; 76-87REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 4 No. 1 (2016): Janeiro a Junho de 2016; 76-872318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5318/3512https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5318/9561https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5318/9560https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5318/9562https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5318/9563https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5318/9564Copyright (c) 2017 REAMEC - Rede Amazônica de Educação em Ciências e Matemáticahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessMoriel Junior, Jeferson GomesWielewski, Gladys Denise2017-12-13T10:01:57Zoai:periodicoscientificos.ufmt.br:article/5318Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2017-12-13T10:01:57Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false
dc.title.none.fl_str_mv ASSUMPTIONS PREVALENT IN ORGANIZATION UNDERGRADUATE IN MATHEMATICS IN BRAZIL
PRESSUPOSTOS PREDOMINANTES NA ORGANIZAÇÃO DE LICENCIATURAS EM MATEMÁTICA NO BRASIL
title ASSUMPTIONS PREVALENT IN ORGANIZATION UNDERGRADUATE IN MATHEMATICS IN BRAZIL
spellingShingle ASSUMPTIONS PREVALENT IN ORGANIZATION UNDERGRADUATE IN MATHEMATICS IN BRAZIL
Moriel Junior, Jeferson Gomes
Pressupostos epistemológicos
Formação de professores de matemática
Articulação teoria e prática
Educação Matemática.
Epistemological assumptions
Mathematics teachers education
Theory and practice articulation
Mathematics education
title_short ASSUMPTIONS PREVALENT IN ORGANIZATION UNDERGRADUATE IN MATHEMATICS IN BRAZIL
title_full ASSUMPTIONS PREVALENT IN ORGANIZATION UNDERGRADUATE IN MATHEMATICS IN BRAZIL
title_fullStr ASSUMPTIONS PREVALENT IN ORGANIZATION UNDERGRADUATE IN MATHEMATICS IN BRAZIL
title_full_unstemmed ASSUMPTIONS PREVALENT IN ORGANIZATION UNDERGRADUATE IN MATHEMATICS IN BRAZIL
title_sort ASSUMPTIONS PREVALENT IN ORGANIZATION UNDERGRADUATE IN MATHEMATICS IN BRAZIL
author Moriel Junior, Jeferson Gomes
author_facet Moriel Junior, Jeferson Gomes
Wielewski, Gladys Denise
author_role author
author2 Wielewski, Gladys Denise
author2_role author
dc.contributor.author.fl_str_mv Moriel Junior, Jeferson Gomes
Wielewski, Gladys Denise
dc.subject.por.fl_str_mv Pressupostos epistemológicos
Formação de professores de matemática
Articulação teoria e prática
Educação Matemática.
Epistemological assumptions
Mathematics teachers education
Theory and practice articulation
Mathematics education
topic Pressupostos epistemológicos
Formação de professores de matemática
Articulação teoria e prática
Educação Matemática.
Epistemological assumptions
Mathematics teachers education
Theory and practice articulation
Mathematics education
description The improvement in math instruction necessarily entails the improvement in teacher preparation and overcomingthe problems of initial teacher requires analysis of the paradigms that guide such courses. This article discusses epistemological assumptions that have prevailed in degrees in Mathematics in Brazil. The analysis suggests that changes have occurred in courses and the area research, however, must be careful that the search for assumptions (more) suitable not imply neither practicism nor in theorycism in teacher education. As a result, there is some proposals that can strengthen links between theory and practice, as well as research issues that can contribute to the improvement of teacher education.
publishDate 2016
dc.date.none.fl_str_mv 2016-06-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5318
10.26571/2318-6674.a2016.v4.n1.p76-87.i5318
url https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5318
identifier_str_mv 10.26571/2318-6674.a2016.v4.n1.p76-87.i5318
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5318/3512
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5318/9561
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5318/9560
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5318/9562
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5318/9563
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5318/9564
dc.rights.driver.fl_str_mv Copyright (c) 2017 REAMEC - Rede Amazônica de Educação em Ciências e Matemática
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 REAMEC - Rede Amazônica de Educação em Ciências e Matemática
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/zip
dc.publisher.none.fl_str_mv Universidade Federal de Mato Grosso (UFMT)
publisher.none.fl_str_mv Universidade Federal de Mato Grosso (UFMT)
dc.source.none.fl_str_mv REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 4 Núm. 1 (2016): Janeiro a Junho de 2016; 76-87
REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 4 n. 1 (2016): Janeiro a Junho de 2016; 76-87
REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 4 No. 1 (2016): Janeiro a Junho de 2016; 76-87
2318-6674
reponame:Revista Reamec
instname:Universidade Federal de Mato Grosso (UFMT)
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instname_str Universidade Federal de Mato Grosso (UFMT)
instacron_str UFMT
institution UFMT
reponame_str Revista Reamec
collection Revista Reamec
repository.name.fl_str_mv Revista Reamec - Universidade Federal de Mato Grosso (UFMT)
repository.mail.fl_str_mv revistareamec@gmail.com||
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