Formação inicial de professores : percepção de egressos do curso de Pedagogia que ensinam Matemática
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/5047 |
Resumo: | His study highlights the initial training of teachers to teach mathematics in the early years of elementary school, who are graduates and work with the curriculum component mentioned above in the second stage (initial years) of Basic Education. The research problem investigated was to know the perception of the graduates of the Pedagogy course of the Universidade Estado do Amazonas (UEA) about the initial formation in mathematics. Its general objective is to understand the perception of graduates of the Pedagogy course at UEA about initial mathematics training. Serrazina (2014), Ghedin, Almeida and Leite (2008), D'ambrosio (2012), Curi (2004, 2005), Nacarato, Mengali, Passos (2013), Contreras (2002), Tardif (2014), Gatti (2016), Imbernón (2011), Libâneo, (2013), Mizukami (2006), Sacristán and Pérez Gómez (2009); among other authors contributed and theoretically supported the work. It is configured in a case study, aided by the qualitative approach, the data were built from a questionnaire and an interview. The analysis was performed in a descriptive and interpretive manner with the help of content analysis in this process. The subjects were 07 teachers who went through the initial training process in the Pedagogy course and who currently teach in the early years of elementary school in the urban and rural area of the municipality of Parintins-AM. The results indicate that the teachers' perception of initial training in relation to mathematics subjects focused on the early years was considered beneficial because they had the opportunity to revisit the contents studied in basic training, so that the knowledge allowed them to have a better understanding about teaching mathematics, they also affirmed that mathematical knowledge helped them in the exercise of their pedagogical practices and in the teaching and learning process, although they revealed some gaps, to the point of stating that these did not contribute as they wanted and that the subjects left something to be desired, no collaborating as they yearned and needed to learn to perform teaching in the early years, they explained about the little time devoted to the study of the knowledge and knowledge of the mathematics disciplines, believing that it was not enough to deepen them, they also reported that more practice was lacking in the study of the disciplines as a way of possibilit more experiences of / and in the classroom. When starting teaching, they faced difficulties such as lack of teaching experience, crowded classrooms, lack of mastery of mathematical knowledge by students, they had difficulties in working with aggregated and multiserial classes due to the peculiarities they demand. They suggested to increase the workload of the disciplines, to have knowledge and experiences with multiseries classes and to deepen the contents. Finally, we hope that this study will contribute to new reflections and questions about the initial training process of teachers in the early years, in particular their mathematical training, taking into account the challenges and possibilities of the practice of teacher educators in Higher Education Institutions, dialoguing with the knowledge and experiences of teachers in training, specifically in the Pedagogy Course of the University of the State of Amazonas, raising and resignifying new praxis of teachers who will work in public and private basic education schools in the reality systems of the Amazon and Brazilian regions. |
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Formação inicial de professores : percepção de egressos do curso de Pedagogia que ensinam MatemáticaFormação inicialEgressosEnsinoMatemáticaAnos iniciaisCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAInitial formationGraduatesTeachingMathematicsEarly yearsHis study highlights the initial training of teachers to teach mathematics in the early years of elementary school, who are graduates and work with the curriculum component mentioned above in the second stage (initial years) of Basic Education. The research problem investigated was to know the perception of the graduates of the Pedagogy course of the Universidade Estado do Amazonas (UEA) about the initial formation in mathematics. Its general objective is to understand the perception of graduates of the Pedagogy course at UEA about initial mathematics training. Serrazina (2014), Ghedin, Almeida and Leite (2008), D'ambrosio (2012), Curi (2004, 2005), Nacarato, Mengali, Passos (2013), Contreras (2002), Tardif (2014), Gatti (2016), Imbernón (2011), Libâneo, (2013), Mizukami (2006), Sacristán and Pérez Gómez (2009); among other authors contributed and theoretically supported the work. It is configured in a case study, aided by the qualitative approach, the data were built from a questionnaire and an interview. The analysis was performed in a descriptive and interpretive manner with the help of content analysis in this process. The subjects were 07 teachers who went through the initial training process in the Pedagogy course and who currently teach in the early years of elementary school in the urban and rural area of the municipality of Parintins-AM. The results indicate that the teachers' perception of initial training in relation to mathematics subjects focused on the early years was considered beneficial because they had the opportunity to revisit the contents studied in basic training, so that the knowledge allowed them to have a better understanding about teaching mathematics, they also affirmed that mathematical knowledge helped them in the exercise of their pedagogical practices and in the teaching and learning process, although they revealed some gaps, to the point of stating that these did not contribute as they wanted and that the subjects left something to be desired, no collaborating as they yearned and needed to learn to perform teaching in the early years, they explained about the little time devoted to the study of the knowledge and knowledge of the mathematics disciplines, believing that it was not enough to deepen them, they also reported that more practice was lacking in the study of the disciplines as a way of possibilit more experiences of / and in the classroom. When starting teaching, they faced difficulties such as lack of teaching experience, crowded classrooms, lack of mastery of mathematical knowledge by students, they had difficulties in working with aggregated and multiserial classes due to the peculiarities they demand. They suggested to increase the workload of the disciplines, to have knowledge and experiences with multiseries classes and to deepen the contents. Finally, we hope that this study will contribute to new reflections and questions about the initial training process of teachers in the early years, in particular their mathematical training, taking into account the challenges and possibilities of the practice of teacher educators in Higher Education Institutions, dialoguing with the knowledge and experiences of teachers in training, specifically in the Pedagogy Course of the University of the State of Amazonas, raising and resignifying new praxis of teachers who will work in public and private basic education schools in the reality systems of the Amazon and Brazilian regions.Este estudo evidencia a formação inicial de professores para ensinar matemática nos anos iniciais do Ensino Fundamental, os quais são egressos e atuam com o componente curricular citado acima na segunda etapa (anos iniciais) da Educação Básica. O problema de pesquisa investigado foi saber qual a percepção dos egressos do curso de Pedagogia da Universidade Estado do Amazonas (UEA) sobre a formação inicial em matemática. Tem como objetivo geral compreender a percepção dos egressos do curso de Pedagogia da UEA sobre a formação inicial em matemática. Serrazina (2014), Ghedin, Almeida e Leite (2008), D’ambrosio (2012), Curi (2004, 2005), Nacarato, Mengali, Passos (2013), Contreras (2002), Tardif (2014), Gatti (2016), Imbernón (2011), Libâneo, (2013), Mizukami (2006), Sacristán e Pérez Gómez (2009); dentre outros autores contribuíram e sustentaram teoricamente o trabalho. Configura-se num estudo de caso, auxiliado pela abordagem qualitativa, os dados foram construídos a partir de questionário e entrevista. A análise foi realizada de forma descritiva e interpretativa com ajuda da análise de conteúdo nesse processo. Os sujeitos foram 07 professores que passaram pelo processo de formação inicial no curso de Pedagogia e que atualmente exercem à docência nos anos iniciais do Ensino Fundamental na zona urbana e rural do município de Parintins-AM. Os resultados apontam que a percepção dos professores sobre a formação inicial em relação às disciplinas de matemática voltadas para os anos iniciais foi considerada proveitosa porque tiveram oportunidade de revisitar os conteúdos estudados na formação básica, de maneira que os conhecimentos permitiram-lhes ter melhor compreensão sobre ensinar matemática, afirmaram ainda que os conhecimentos matemáticos os ajudaram no exercício de suas práticas pedagógicas e no processo de ensino e aprendizagem, embora tenham evidenciado algumas lacunas, a ponto de afirmarem que estas não contribuíram como almejavam e que as disciplinas deixaram a desejar, não colaborando como ansiavam e necessitavam aprender para desempenhar a docência nos anos iniciais, expuseram sobre o pouco tempo destinado ao estudo dos conhecimentos e saberes das disciplinas de matemática, acreditando não ser suficiente para aprofundálos, relataram também que faltou mais prática no estudo das disciplinas como forma de possibilitar mais experiências de/e em sala de aula. Ao iniciar a docência enfrentaram dificuldades como falta de experiência docente, salas de aula lotadas, falta de domínio dos conhecimentos matemáticos pelos alunos, tiveram dificuldades em trabalhar com classes agregadas e multisseriadas dadas as peculiaridades que estas exigem. Sugestionaram aumentar a carga horária das disciplinas, ter conhecimentos e experiências com classes multisseriadas e aprofundamento dos conteúdos. Enfim, esperamos que este estudo contribua com novas reflexões e questionamentos acerca do processo formativo inicial dos professores dos anos iniciais, em particular a formação Matemática destes, levando em consideração os desafios e possibilidades da prática do professor formador nas Instituições de Educação Superior, dialogando com os conhecimentos e experiências dos professores em formação, especificamente no Curso de Pedagogia da Universidade do Estado do Amazonas, suscitando e ressignificando novas práxis de professores que atuarão nas escolas da educação básica tanto públicas quanto privadas dos sistemas de ensino da realidade da região amazônica e brasileira.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Exatas e da Terra (ICET)UFMT CUC - CuiabáPrograma de Pós-Graduação em Educação em Ciências e Matemática - PPGECEMSilva, Adelmo Carvalho dahttp://lattes.cnpq.br/9761986149148049Silva, Adelmo Carvalho da630.359.101-97http://lattes.cnpq.br/9761986149148049Cavalcanti, Almir César Ferreira053.329.098-88http://lattes.cnpq.br/0144139080315070630.359.101-97Palma, Rute Cristina Domingos da531.668.331-53http://lattes.cnpq.br/3331812490308225Rêgo, Rogéria Gaudencio do309.116.134-04http://lattes.cnpq.br/3882610066313180Vasconcelos, Corina Fátima Costa445.910.712-00http://lattes.cnpq.br/7806888496537416Utsumi, Luciana Miyuki Sado245.602.938-05http://lattes.cnpq.br/7692715311959810Coelho Filho, Mateus de Souza2024-01-19T16:00:35Z2021-02-232024-01-19T16:00:35Z2020-11-24info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisCOELHO FILHO, Mateus de Souza. Formação inicial de professores: percepção de egressos do curso de Pedagogia que ensinam Matemática. 2020. 65 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2020.http://ri.ufmt.br/handle/1/5047porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2024-01-23T06:02:03Zoai:localhost:1/5047Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2024-01-23T06:02:03Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Formação inicial de professores : percepção de egressos do curso de Pedagogia que ensinam Matemática |
title |
Formação inicial de professores : percepção de egressos do curso de Pedagogia que ensinam Matemática |
spellingShingle |
Formação inicial de professores : percepção de egressos do curso de Pedagogia que ensinam Matemática Coelho Filho, Mateus de Souza Formação inicial Egressos Ensino Matemática Anos iniciais CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA Initial formation Graduates Teaching Mathematics Early years |
title_short |
Formação inicial de professores : percepção de egressos do curso de Pedagogia que ensinam Matemática |
title_full |
Formação inicial de professores : percepção de egressos do curso de Pedagogia que ensinam Matemática |
title_fullStr |
Formação inicial de professores : percepção de egressos do curso de Pedagogia que ensinam Matemática |
title_full_unstemmed |
Formação inicial de professores : percepção de egressos do curso de Pedagogia que ensinam Matemática |
title_sort |
Formação inicial de professores : percepção de egressos do curso de Pedagogia que ensinam Matemática |
author |
Coelho Filho, Mateus de Souza |
author_facet |
Coelho Filho, Mateus de Souza |
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 César Ferreira 053.329.098-88 http://lattes.cnpq.br/0144139080315070 630.359.101-97 Palma, Rute Cristina Domingos da 531.668.331-53 http://lattes.cnpq.br/3331812490308225 Rêgo, Rogéria Gaudencio do 309.116.134-04 http://lattes.cnpq.br/3882610066313180 Vasconcelos, Corina Fátima Costa 445.910.712-00 http://lattes.cnpq.br/7806888496537416 Utsumi, Luciana Miyuki Sado 245.602.938-05 http://lattes.cnpq.br/7692715311959810 |
dc.contributor.author.fl_str_mv |
Coelho Filho, Mateus de Souza |
dc.subject.por.fl_str_mv |
Formação inicial Egressos Ensino Matemática Anos iniciais CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA Initial formation Graduates Teaching Mathematics Early years |
topic |
Formação inicial Egressos Ensino Matemática Anos iniciais CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA Initial formation Graduates Teaching Mathematics Early years |
description |
His study highlights the initial training of teachers to teach mathematics in the early years of elementary school, who are graduates and work with the curriculum component mentioned above in the second stage (initial years) of Basic Education. The research problem investigated was to know the perception of the graduates of the Pedagogy course of the Universidade Estado do Amazonas (UEA) about the initial formation in mathematics. Its general objective is to understand the perception of graduates of the Pedagogy course at UEA about initial mathematics training. Serrazina (2014), Ghedin, Almeida and Leite (2008), D'ambrosio (2012), Curi (2004, 2005), Nacarato, Mengali, Passos (2013), Contreras (2002), Tardif (2014), Gatti (2016), Imbernón (2011), Libâneo, (2013), Mizukami (2006), Sacristán and Pérez Gómez (2009); among other authors contributed and theoretically supported the work. It is configured in a case study, aided by the qualitative approach, the data were built from a questionnaire and an interview. The analysis was performed in a descriptive and interpretive manner with the help of content analysis in this process. The subjects were 07 teachers who went through the initial training process in the Pedagogy course and who currently teach in the early years of elementary school in the urban and rural area of the municipality of Parintins-AM. The results indicate that the teachers' perception of initial training in relation to mathematics subjects focused on the early years was considered beneficial because they had the opportunity to revisit the contents studied in basic training, so that the knowledge allowed them to have a better understanding about teaching mathematics, they also affirmed that mathematical knowledge helped them in the exercise of their pedagogical practices and in the teaching and learning process, although they revealed some gaps, to the point of stating that these did not contribute as they wanted and that the subjects left something to be desired, no collaborating as they yearned and needed to learn to perform teaching in the early years, they explained about the little time devoted to the study of the knowledge and knowledge of the mathematics disciplines, believing that it was not enough to deepen them, they also reported that more practice was lacking in the study of the disciplines as a way of possibilit more experiences of / and in the classroom. When starting teaching, they faced difficulties such as lack of teaching experience, crowded classrooms, lack of mastery of mathematical knowledge by students, they had difficulties in working with aggregated and multiserial classes due to the peculiarities they demand. They suggested to increase the workload of the disciplines, to have knowledge and experiences with multiseries classes and to deepen the contents. Finally, we hope that this study will contribute to new reflections and questions about the initial training process of teachers in the early years, in particular their mathematical training, taking into account the challenges and possibilities of the practice of teacher educators in Higher Education Institutions, dialoguing with the knowledge and experiences of teachers in training, specifically in the Pedagogy Course of the University of the State of Amazonas, raising and resignifying new praxis of teachers who will work in public and private basic education schools in the reality systems of the Amazon and Brazilian regions. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-24 2021-02-23 2024-01-19T16:00:35Z 2024-01-19T16:00:35Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
COELHO FILHO, Mateus de Souza. Formação inicial de professores: percepção de egressos do curso de Pedagogia que ensinam Matemática. 2020. 65 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2020. http://ri.ufmt.br/handle/1/5047 |
identifier_str_mv |
COELHO FILHO, Mateus de Souza. Formação inicial de professores: percepção de egressos do curso de Pedagogia que ensinam Matemática. 2020. 65 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2020. |
url |
http://ri.ufmt.br/handle/1/5047 |
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por |
language |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Exatas e da Terra (ICET) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Exatas e da Terra (ICET) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM |
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Universidade Federal de Mato Grosso (UFMT) |
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UFMT |
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UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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