Autoformação : esperanças e potencialidades na formação inicial e continuada de professores que ensinam Matemática

• Autor(a) principal: Alves, Osvando dos Santos
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/5197
• topic: Autoformação; Autobiografia; Formação de professores; Professores que ensinam matemática; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Self-formation; Autobiography; Teachers formation; Teachers that teach mathematics

ABSTRACT: We argue in and on this paper, titled “SELF-FORMATION: HOPES AND POTENTIALS IN INITIAL AND CONTINUED FORMATION OF TEACHERS THAT TEACH MATHEMATICS”, the thesis expresses: “Educational formation is learning, a complex process of self-formation, in what we demonstrate some levels of reality, based on a narrative of the autobiographical journeys”. We present an argument in three points: a) self-formation is learning: a complex process; b) self-formation is characterized by different levels of reality, demonstrated by changes in attitudes of teachers; and c) the autobiographical episodes activated, beyond to describe them, to promote the journey of self-formation. The metaphorical support used to exemplify the theory is the movie Matrix, from which we use the journey of the protagonist Neo as a representation of teachers in a formative process, in a dialogue with three teachers who works in schools in areas of rivers near from Belém, Pará; members of Mathematical Literacy in Rivers of Amazonia Project, collaborators of this research, considering the environment in which they were inserted, they demonstrate in actions and reflections told and written by them, we consider they are differentiated professionals. The narratives of these teachers are bases for this paper, and interacted with my own reflections, examined critically based, mainly, on the vision of Edgar Morin and Maria da Conceição Xavier de Almeida. The complex thought is a generator for the concept of self-formation, discussed on this paper according to the theories of Pascal Galvani and Gaston Pineau. Fredy Gonzalez and Dario Fiorentini in a chapter on teachers formation programs that teach mathematics, from their works in Venezuela and Brazil, respectively that promotes self-formation.