Narrativas de três professores iniciantes sobre aprender e ensinar matemática nos anos iniciais 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/1/3922 |
Resumo: | The present dissertation aims to answer the research problem: how do beginning teachers understand the processes of teaching and learning mathematics in the early years when narrating about their teaching experience? The general objective is, therefore, to understand the beginning of a career, based on the narratives of three teachers who work in the early years, teaching and learning mathematics. For the theoretical basis we took as a reference the contributions of Vygotsky, D'Ambrosio, Moura, and Rego, who argue about human development and mathematics education from a cultural-historical perspective; Garcia, Imbernón, Shulman, Day, Nóvoa, Roldão, and Gatti, who address teacher education and cycles of teachers' professional development, with emphasis on beginning teachers; Nacarato, Mengali, Passos, Nacarato, Moura, and Palma, who discuss the professional formation of mathematics teachers. This qualitative research was based on the methodological assumptions of narrative research proposed by Connelly and Clandinin. The research involved beginning teachers with up to four years of experience in teaching, egresses of the Pedagogy course at the Federal University of Mato Grosso, who teach in the early years of the municipal education network of Cuiabá, approved in the public competition of the mentioned network, held in 2015. The procedure adopted to locate the participating teachers was through a search in the official journal of inducted professionals, and then, after finding the contacts of some teachers, we made the invitation and the agreement was made official by three teachers. Due to the Covid-19 Pandemic, the narrative interviews were carried out through digital means (WhatsApp application). The researcher's field diary, the formative dossiers from the end of the Pedagogy course, and three texts from a participant's personal blog were also sources of information. The composition of the narratives, about how they understand the processes of teaching and of learning mathematics in the early years, was organized in two thematic axes: the formative basilar phase - Unique life stories - and the professional phase - Living and telling the beginning of teaching, the latter contemplating the formative movements, pedagogical practice and challenges of the beginning of the career. Among some results are the naturally challenging tensions of the beginning of the career, the intense learning in the school environment, the teaching practice organized based on the demands of the school, the students, and the system; the mobilized and expanded specific mathematical and pedagogical knowledge, the use of several sources of research in the mathematics lessons planning, the little focus on the mathematics field in the continuing education programs. Among some obstacles are the emphasis on language in the early years to the detriment of other areas of knowledge, insecurity, conflicting socialization with managers and other teachers, and little experience in dealing with the different mathematical rhythms and knowledge of students. |
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Narrativas de três professores iniciantes sobre aprender e ensinar matemática nos anos iniciais do ensino fundamentalEnsino da matemáticaPesquisa narrativaProfessores iniciantesAnos iniciaisCNPQ::CIENCIAS HUMANAS::EDUCACAOMathematics teachingNarrative researchNovice teachersEarly yearsThe present dissertation aims to answer the research problem: how do beginning teachers understand the processes of teaching and learning mathematics in the early years when narrating about their teaching experience? The general objective is, therefore, to understand the beginning of a career, based on the narratives of three teachers who work in the early years, teaching and learning mathematics. For the theoretical basis we took as a reference the contributions of Vygotsky, D'Ambrosio, Moura, and Rego, who argue about human development and mathematics education from a cultural-historical perspective; Garcia, Imbernón, Shulman, Day, Nóvoa, Roldão, and Gatti, who address teacher education and cycles of teachers' professional development, with emphasis on beginning teachers; Nacarato, Mengali, Passos, Nacarato, Moura, and Palma, who discuss the professional formation of mathematics teachers. This qualitative research was based on the methodological assumptions of narrative research proposed by Connelly and Clandinin. The research involved beginning teachers with up to four years of experience in teaching, egresses of the Pedagogy course at the Federal University of Mato Grosso, who teach in the early years of the municipal education network of Cuiabá, approved in the public competition of the mentioned network, held in 2015. The procedure adopted to locate the participating teachers was through a search in the official journal of inducted professionals, and then, after finding the contacts of some teachers, we made the invitation and the agreement was made official by three teachers. Due to the Covid-19 Pandemic, the narrative interviews were carried out through digital means (WhatsApp application). The researcher's field diary, the formative dossiers from the end of the Pedagogy course, and three texts from a participant's personal blog were also sources of information. The composition of the narratives, about how they understand the processes of teaching and of learning mathematics in the early years, was organized in two thematic axes: the formative basilar phase - Unique life stories - and the professional phase - Living and telling the beginning of teaching, the latter contemplating the formative movements, pedagogical practice and challenges of the beginning of the career. Among some results are the naturally challenging tensions of the beginning of the career, the intense learning in the school environment, the teaching practice organized based on the demands of the school, the students, and the system; the mobilized and expanded specific mathematical and pedagogical knowledge, the use of several sources of research in the mathematics lessons planning, the little focus on the mathematics field in the continuing education programs. Among some obstacles are the emphasis on language in the early years to the detriment of other areas of knowledge, insecurity, conflicting socialization with managers and other teachers, and little experience in dealing with the different mathematical rhythms and knowledge of students.A presente dissertação visa responder ao problema de investigação: como professores iniciantes compreendem os processos de ensinar e aprender matemática nos anos iniciais ao narrarem sobre sua experiência docente? O objetivo geral é, portanto, compreender o início de carreira, a partir de narrativas de três professores que atuam nos anos iniciais, ensinando e aprendendo matemática. Para a fundamentação teórica tomamos por base as contribuições de Vygotsky, D’Ambrosio, Moura e Rego que discutem sobre o desenvolvimento humano e a educação matemática na perspectiva histórico-cultural; Garcia, Imbernón, Shulman, Day, Nóvoa, Roldão e Gatti que tratam sobre formação de professores e ciclos do desenvolvimento profissional docente, com ênfase em professores iniciantes; Nacarato; Mengali; Passos, Nacarato, Moura e Palma que discutem a constituição profissional do professor de matemática. A realização desta investigação, de cunho qualitativo pautou-se nos pressupostos metodológicos da pesquisa narrativa proposta por Connelly e Clandinin. Da pesquisa participaram professores iniciantes com até quatro anos de atuação na docência, egressos do curso de Pedagogia da Universidade Federal de Mato Grosso, que lecionam nos anos iniciais da rede municipal de ensino de Cuiabá, aprovados no concurso público da rede em questão, realizado em 2015. O procedimento adotado para localizar os professores participantes se deu através de busca no diário oficial dos profissionais empossados, e em seguida, encontrados os contatos de alguns docentes realizamos o convite e o aceite foi oficializado, por três professores. Devido a pandemia provocada pelo Covid-19, as entrevistas narrativas foram realizadas por vias digitais (aplicativo whatsapp). Também foram fontes de informações, o diário de campo da pesquisadora, os dossiês formativos do final do curso de Pedagogia e três textos do blog pessoal de um dos participantes. A composição das narrativas, acerca de como compreendem os processos de ensinar e aprender matemática nos anos iniciais, foi organizada em dois eixos temáticos: fase basilar formativa – Histórias de vida únicas e fase profissional – Vivendo a contando o início da docência, este último contemplando os movimentos formativos, prática pedagógica e desafios do início da carreira. Dentre alguns resultados estão as tensões do início de carreira naturalmente desafiadoras, a intensa aprendizagem no espaço escolar, a prática docente organizada a partir das demandas escolares, dos alunos e do sistema; os conhecimentos específicos matemáticos e pedagógicos mobilizados e ampliados, a utilização de várias fontes de pesquisas no planejamento das aulas de matemática, o pouco enfoque na área da matemática nas formações continuadas. Dentre alguns entraves estão o enfoque da linguagem nos anos iniciais em detrimento de outras áreas do conhecimento, a insegurança, a socialização conflituosa com gestores e outros professores e a pouca vivência em lidar com os diferentes ritmos e conhecimentos matemáticos dos alunos.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoPalma, Rute Cristina Domingos dahttp://lattes.cnpq.br/3331812490308225Palma, Rute Cristina Domingos da531.668.331-53http://lattes.cnpq.br/3331812490308225Monteiro, Filomena Maria de Arruda459.585.131-68http://lattes.cnpq.br/7969849041476435531.668.331-53Leite, Eliana Alves Pereira740.242.482-00http://lattes.cnpq.br/1753963649222092Castro, Gisele de Figueiredo Taques2023-03-28T17:20:32Z2021-09-102023-03-28T17:20:32Z2021-05-13info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCASTRO, Gisele de Figueiredo Taques. Narrativas de três professores iniciantes sobre aprender e ensinar matemática nos anos iniciais do ensino fundamental. 2021. 142 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021.http://ri.ufmt.br/handle/1/3922porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-03-29T07:02:07Zoai:localhost:1/3922Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-03-29T07:02:07Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Narrativas de três professores iniciantes sobre aprender e ensinar matemática nos anos iniciais do ensino fundamental |
title |
Narrativas de três professores iniciantes sobre aprender e ensinar matemática nos anos iniciais do ensino fundamental |
spellingShingle |
Narrativas de três professores iniciantes sobre aprender e ensinar matemática nos anos iniciais do ensino fundamental Castro, Gisele de Figueiredo Taques Ensino da matemática Pesquisa narrativa Professores iniciantes Anos iniciais CNPQ::CIENCIAS HUMANAS::EDUCACAO Mathematics teaching Narrative research Novice teachers Early years |
title_short |
Narrativas de três professores iniciantes sobre aprender e ensinar matemática nos anos iniciais do ensino fundamental |
title_full |
Narrativas de três professores iniciantes sobre aprender e ensinar matemática nos anos iniciais do ensino fundamental |
title_fullStr |
Narrativas de três professores iniciantes sobre aprender e ensinar matemática nos anos iniciais do ensino fundamental |
title_full_unstemmed |
Narrativas de três professores iniciantes sobre aprender e ensinar matemática nos anos iniciais do ensino fundamental |
title_sort |
Narrativas de três professores iniciantes sobre aprender e ensinar matemática nos anos iniciais do ensino fundamental |
author |
Castro, Gisele de Figueiredo Taques |
author_facet |
Castro, Gisele de Figueiredo Taques |
author_role |
author |
dc.contributor.none.fl_str_mv |
Palma, Rute Cristina Domingos da http://lattes.cnpq.br/3331812490308225 Palma, Rute Cristina Domingos da 531.668.331-53 http://lattes.cnpq.br/3331812490308225 Monteiro, Filomena Maria de Arruda 459.585.131-68 http://lattes.cnpq.br/7969849041476435 531.668.331-53 Leite, Eliana Alves Pereira 740.242.482-00 http://lattes.cnpq.br/1753963649222092 |
dc.contributor.author.fl_str_mv |
Castro, Gisele de Figueiredo Taques |
dc.subject.por.fl_str_mv |
Ensino da matemática Pesquisa narrativa Professores iniciantes Anos iniciais CNPQ::CIENCIAS HUMANAS::EDUCACAO Mathematics teaching Narrative research Novice teachers Early years |
topic |
Ensino da matemática Pesquisa narrativa Professores iniciantes Anos iniciais CNPQ::CIENCIAS HUMANAS::EDUCACAO Mathematics teaching Narrative research Novice teachers Early years |
description |
The present dissertation aims to answer the research problem: how do beginning teachers understand the processes of teaching and learning mathematics in the early years when narrating about their teaching experience? The general objective is, therefore, to understand the beginning of a career, based on the narratives of three teachers who work in the early years, teaching and learning mathematics. For the theoretical basis we took as a reference the contributions of Vygotsky, D'Ambrosio, Moura, and Rego, who argue about human development and mathematics education from a cultural-historical perspective; Garcia, Imbernón, Shulman, Day, Nóvoa, Roldão, and Gatti, who address teacher education and cycles of teachers' professional development, with emphasis on beginning teachers; Nacarato, Mengali, Passos, Nacarato, Moura, and Palma, who discuss the professional formation of mathematics teachers. This qualitative research was based on the methodological assumptions of narrative research proposed by Connelly and Clandinin. The research involved beginning teachers with up to four years of experience in teaching, egresses of the Pedagogy course at the Federal University of Mato Grosso, who teach in the early years of the municipal education network of Cuiabá, approved in the public competition of the mentioned network, held in 2015. The procedure adopted to locate the participating teachers was through a search in the official journal of inducted professionals, and then, after finding the contacts of some teachers, we made the invitation and the agreement was made official by three teachers. Due to the Covid-19 Pandemic, the narrative interviews were carried out through digital means (WhatsApp application). The researcher's field diary, the formative dossiers from the end of the Pedagogy course, and three texts from a participant's personal blog were also sources of information. The composition of the narratives, about how they understand the processes of teaching and of learning mathematics in the early years, was organized in two thematic axes: the formative basilar phase - Unique life stories - and the professional phase - Living and telling the beginning of teaching, the latter contemplating the formative movements, pedagogical practice and challenges of the beginning of the career. Among some results are the naturally challenging tensions of the beginning of the career, the intense learning in the school environment, the teaching practice organized based on the demands of the school, the students, and the system; the mobilized and expanded specific mathematical and pedagogical knowledge, the use of several sources of research in the mathematics lessons planning, the little focus on the mathematics field in the continuing education programs. Among some obstacles are the emphasis on language in the early years to the detriment of other areas of knowledge, insecurity, conflicting socialization with managers and other teachers, and little experience in dealing with the different mathematical rhythms and knowledge of students. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-09-10 2021-05-13 2023-03-28T17:20:32Z 2023-03-28T17:20:32Z |
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 |
CASTRO, Gisele de Figueiredo Taques. Narrativas de três professores iniciantes sobre aprender e ensinar matemática nos anos iniciais do ensino fundamental. 2021. 142 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021. http://ri.ufmt.br/handle/1/3922 |
identifier_str_mv |
CASTRO, Gisele de Figueiredo Taques. Narrativas de três professores iniciantes sobre aprender e ensinar matemática nos anos iniciais do ensino fundamental. 2021. 142 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021. |
url |
http://ri.ufmt.br/handle/1/3922 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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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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jordanbiblio@gmail.com |
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