Práticas pedagógicas de professores que ensinam matemática nos anos finais do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/2699 |
Resumo: | The teaching activity challenges the teacher to use differentiated pedagogical practices that contribute to achieving student learning. Thus, the general goal of this research is to understand the pedagogical practices of teachers who teach mathematics in the late years of Elementary School. It figures as a qualitative approach, in which we are theoretically based on Bogdan and Biklen, Chizotti, Richardson, among others. To answer our research problem, we define as research context, a State School in the city of Rondonópolis-MT, situated in an urban area, to be called is this research as Beta School. As research subjects, we choose four teachers, who work in the late years of Elementary School and teach mathematics at the school participating in the research. As tools for data production, we use teacher profile questionnaires and semi structured interviews, as well as documentary analysis of the Political Pedagogical Project. The problem of this research is guided by the following question: what are the pedagogical practices developed by mathematics teachers in the late years of Elementary School? To discuss the conceptions of pedagogical practice and reflexive practice, we refer to the theorists: Caldeira and Zaidan, Franco, Sacristán, Veiga, Fernandes, Verdum, Schön, Pimenta, among others. To discuss the teaching of mathematics in Basic Education, we dialog with D’Ambrósio, Lorenzato, PCN, Fiorentini, Onuchic, Santos, BNCC, among others. To interpret and analyze the data, based on the theoretical framework mentioned above and the data collected, we develop four dimensions of analysis: Pedagogical practices, Planning Development; Mathematics teaching, and Teachers’ professional experience. Data analysis and interpretation allow us to consider that the conceptions of pedagogical practices of the teachers participating in the research present many concepts that they use when acting in the classroom, as a result, at the same time, of their daily reality, their needs, resources, and limitations. On planning development, based on the conceptions of the teachers surveyed, we could verify that the planning development must be in line with the process of building the school curriculum, and must be in line with the school Political Pedagogical Project. Teachers understand that the mathematics knowledge acquired during basic training was not enough to support their pedagogical practices to teach mathematics to the late years of Elementary School. The results of this research indicate that the development of pedagogical practices of teachers in the late years of Elementary School is grounded in their common sense conceptions, without being based on any theoretical framework. The results show a pedagogical practice that differentiates itself by using simple learning methodologies and strategies that can be used to maximize the teaching-learning process of the students in the late years of Elementary School. |
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Práticas pedagógicas de professores que ensinam matemática nos anos finais do ensino fundamentalPráticas pedagógicasMatemáticaCNPQ::CIENCIAS HUMANAS::EDUCACAOPedagogical practicesMathematicsThe teaching activity challenges the teacher to use differentiated pedagogical practices that contribute to achieving student learning. Thus, the general goal of this research is to understand the pedagogical practices of teachers who teach mathematics in the late years of Elementary School. It figures as a qualitative approach, in which we are theoretically based on Bogdan and Biklen, Chizotti, Richardson, among others. To answer our research problem, we define as research context, a State School in the city of Rondonópolis-MT, situated in an urban area, to be called is this research as Beta School. As research subjects, we choose four teachers, who work in the late years of Elementary School and teach mathematics at the school participating in the research. As tools for data production, we use teacher profile questionnaires and semi structured interviews, as well as documentary analysis of the Political Pedagogical Project. The problem of this research is guided by the following question: what are the pedagogical practices developed by mathematics teachers in the late years of Elementary School? To discuss the conceptions of pedagogical practice and reflexive practice, we refer to the theorists: Caldeira and Zaidan, Franco, Sacristán, Veiga, Fernandes, Verdum, Schön, Pimenta, among others. To discuss the teaching of mathematics in Basic Education, we dialog with D’Ambrósio, Lorenzato, PCN, Fiorentini, Onuchic, Santos, BNCC, among others. To interpret and analyze the data, based on the theoretical framework mentioned above and the data collected, we develop four dimensions of analysis: Pedagogical practices, Planning Development; Mathematics teaching, and Teachers’ professional experience. Data analysis and interpretation allow us to consider that the conceptions of pedagogical practices of the teachers participating in the research present many concepts that they use when acting in the classroom, as a result, at the same time, of their daily reality, their needs, resources, and limitations. On planning development, based on the conceptions of the teachers surveyed, we could verify that the planning development must be in line with the process of building the school curriculum, and must be in line with the school Political Pedagogical Project. Teachers understand that the mathematics knowledge acquired during basic training was not enough to support their pedagogical practices to teach mathematics to the late years of Elementary School. The results of this research indicate that the development of pedagogical practices of teachers in the late years of Elementary School is grounded in their common sense conceptions, without being based on any theoretical framework. The results show a pedagogical practice that differentiates itself by using simple learning methodologies and strategies that can be used to maximize the teaching-learning process of the students in the late years of Elementary School.A atividade docente desafia o professor a utilizar práticas pedagógicas diferenciadas que contribuam para o alcance da aprendizagem dos alunos. Assim, a pesquisa apresenta como objetivo geral compreender as práticas pedagógicas de professores que ensinam matemática nos anos finais do Ensino Fundamental. Configura-se numa abordagem de cunho qualitativo, na qual fundamentamo-nos teoricamente em Bogdan e Biklen, Chizotti, Richardson, entre outros. Para responder ao nosso problema de pesquisa, definimos como contexto de pesquisa, uma Escola Estadual do município de Rondonópolis-MT, situada na zona urbana, que será denominada nesta pesquisa Escola Beta. Como sujeitos da pesquisa, elegemos quatro professores, que atuam nos anos finais do Ensino Fundamental e que lecionam a disciplina de Matemática na escola participante da pesquisa. Como instrumentos para produção de dados, utilizamos questionários de caracterização do professor e entrevistas semiestruturadas, assim como análise documental do Projeto Político Pedagógico. Norteia, como problema desta pesquisa, a seguinte questão: quais as práticas pedagógicas desenvolvidas pelos professores de matemática nos anos finais do Ensino Fundamental? Reportamo-nos, para discutir sobre Concepções de práticas pedagógicas e prática reflexiva, aos teóricos: Caldeira e Zaidan, Franco, Sacristán, Veiga, Fernandes, Verdum, Schön, Pimenta, dentre outros. A fim de tratar sobre o ensino de matemática na Educação Básica, dialogamos com D’Ambrósio, Lorenzato, PCN, Fiorentini, Onuchic, Santos, BNCC, dentre outros. Para interpretação e análise dos dados, a partir do referencial teórico citado e dos dados coletados, elaboramos quatro dimensões de análise: Práticas pedagógicas; Desenvolvimento do Planejamento; Ensino de Matemática e Experiência profissional do professor. A interpretação e análise dos dados permitem-nos considerar que as concepções de práticas pedagógicas dos professores participantes da pesquisa apresentam várias concepções que utilizam ao agir em sala de aula, em função, ao mesmo tempo, de sua realidade cotidiana, de suas necessidades, recursos e limitações. Sobre o desenvolvimento do planejamento, a partir das concepções dos professores pesquisados pudemos constatar que o desenvolvimento do planejamento deve estar alinhado com o processo de construção do currículo escolar e deve estar em consonância com o Projeto Político Pedagógico da escola. Os professores compreendem que os conhecimentos de matemática adquiridos na formação inicial não foram suficientes para embasar suas práticas pedagógicas para ensinar matemática para os anos finais do Ensino Fundamental. Os resultados desta pesquisa indicam que o desenvolvimento das práticas pedagógicas dos professores dos anos finais do Ensino Fundamental está alicerçado em suas concepções do senso comum, sem estarem baseadas em algum referencial teórico. Demonstraram uma prática pedagógica que se diferencia por utilizar metodologias e estratégias simples de aprendizado que podem ser utilizadas para potencializar o processo ensino-aprendizagem dos alunos nos anos finais do Ensino Fundamental.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoSilva, Adelmo Carvalho dahttp://lattes.cnpq.br/9761986149148049Silva, Adelmo Carvalho da630.359.101-97http://lattes.cnpq.br/9761986149148049Cavalcanti, Almir Cesar Ferreira053.329.098-88http://lattes.cnpq.br/0144139080315070630.359.101-97Rodrigues, Eunice Cândida Pereira468.790.641-91http://lattes.cnpq.br/9037151037918091Silva, Élio Rubens de Freitas2021-08-05T14:56:43Z2021-05-242021-08-05T14:56:43Z2021-04-26info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSILVA, Élio Rubens de Freitas. Práticas pedagógicas de professores que ensinam matemática nos anos finais do ensino fundamental. 2021. 147 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021.http://ri.ufmt.br/handle/1/2699porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2021-08-10T07:01:55Zoai:localhost:1/2699Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2021-08-10T07:01:55Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Práticas pedagógicas de professores que ensinam matemática nos anos finais do ensino fundamental |
title |
Práticas pedagógicas de professores que ensinam matemática nos anos finais do ensino fundamental |
spellingShingle |
Práticas pedagógicas de professores que ensinam matemática nos anos finais do ensino fundamental Silva, Élio Rubens de Freitas Práticas pedagógicas Matemática CNPQ::CIENCIAS HUMANAS::EDUCACAO Pedagogical practices Mathematics |
title_short |
Práticas pedagógicas de professores que ensinam matemática nos anos finais do ensino fundamental |
title_full |
Práticas pedagógicas de professores que ensinam matemática nos anos finais do ensino fundamental |
title_fullStr |
Práticas pedagógicas de professores que ensinam matemática nos anos finais do ensino fundamental |
title_full_unstemmed |
Práticas pedagógicas de professores que ensinam matemática nos anos finais do ensino fundamental |
title_sort |
Práticas pedagógicas de professores que ensinam matemática nos anos finais do ensino fundamental |
author |
Silva, Élio Rubens de Freitas |
author_facet |
Silva, Élio Rubens de Freitas |
author_role |
author |
dc.contributor.none.fl_str_mv |
Silva, Adelmo Carvalho da http://lattes.cnpq.br/9761986149148049 Silva, Adelmo Carvalho da 630.359.101-97 http://lattes.cnpq.br/9761986149148049 Cavalcanti, Almir Cesar Ferreira 053.329.098-88 http://lattes.cnpq.br/0144139080315070 630.359.101-97 Rodrigues, Eunice Cândida Pereira 468.790.641-91 http://lattes.cnpq.br/9037151037918091 |
dc.contributor.author.fl_str_mv |
Silva, Élio Rubens de Freitas |
dc.subject.por.fl_str_mv |
Práticas pedagógicas Matemática CNPQ::CIENCIAS HUMANAS::EDUCACAO Pedagogical practices Mathematics |
topic |
Práticas pedagógicas Matemática CNPQ::CIENCIAS HUMANAS::EDUCACAO Pedagogical practices Mathematics |
description |
The teaching activity challenges the teacher to use differentiated pedagogical practices that contribute to achieving student learning. Thus, the general goal of this research is to understand the pedagogical practices of teachers who teach mathematics in the late years of Elementary School. It figures as a qualitative approach, in which we are theoretically based on Bogdan and Biklen, Chizotti, Richardson, among others. To answer our research problem, we define as research context, a State School in the city of Rondonópolis-MT, situated in an urban area, to be called is this research as Beta School. As research subjects, we choose four teachers, who work in the late years of Elementary School and teach mathematics at the school participating in the research. As tools for data production, we use teacher profile questionnaires and semi structured interviews, as well as documentary analysis of the Political Pedagogical Project. The problem of this research is guided by the following question: what are the pedagogical practices developed by mathematics teachers in the late years of Elementary School? To discuss the conceptions of pedagogical practice and reflexive practice, we refer to the theorists: Caldeira and Zaidan, Franco, Sacristán, Veiga, Fernandes, Verdum, Schön, Pimenta, among others. To discuss the teaching of mathematics in Basic Education, we dialog with D’Ambrósio, Lorenzato, PCN, Fiorentini, Onuchic, Santos, BNCC, among others. To interpret and analyze the data, based on the theoretical framework mentioned above and the data collected, we develop four dimensions of analysis: Pedagogical practices, Planning Development; Mathematics teaching, and Teachers’ professional experience. Data analysis and interpretation allow us to consider that the conceptions of pedagogical practices of the teachers participating in the research present many concepts that they use when acting in the classroom, as a result, at the same time, of their daily reality, their needs, resources, and limitations. On planning development, based on the conceptions of the teachers surveyed, we could verify that the planning development must be in line with the process of building the school curriculum, and must be in line with the school Political Pedagogical Project. Teachers understand that the mathematics knowledge acquired during basic training was not enough to support their pedagogical practices to teach mathematics to the late years of Elementary School. The results of this research indicate that the development of pedagogical practices of teachers in the late years of Elementary School is grounded in their common sense conceptions, without being based on any theoretical framework. The results show a pedagogical practice that differentiates itself by using simple learning methodologies and strategies that can be used to maximize the teaching-learning process of the students in the late years of Elementary School. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-08-05T14:56:43Z 2021-05-24 2021-08-05T14:56:43Z 2021-04-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SILVA, Élio Rubens de Freitas. Práticas pedagógicas de professores que ensinam matemática nos anos finais do ensino fundamental. 2021. 147 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021. http://ri.ufmt.br/handle/1/2699 |
identifier_str_mv |
SILVA, Élio Rubens de Freitas. Práticas pedagógicas de professores que ensinam matemática nos anos finais do ensino fundamental. 2021. 147 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021. |
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http://ri.ufmt.br/handle/1/2699 |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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