Saberes docentes como mediadores didáticos e conceituais na formação inicial de professores de Matemática
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/5133 |
Resumo: | This is a qualitative research that brings, as investigation focus, the teacher knowledge of the Mathematics Teachers Graduates of the Federal University of Pará, Campus of Castanhal. These teachers develop their teaching practices in public schools in the micro-region of Salgado, which was the context where it was done a field research in order to investigate the graduating teachers' knowledge to understand how these can be understood as didactic and conceptual mediators in the initial training of mathematics teachers. Through the observations in the field of research, I developed an architecture to conceptualize three dimensions of knowledge: Teacher Personal Knowledge; Training Knowledge and Knowledge of Teaching Practice, in order to understand how the concept of knowledge is interrelated in processes that require values, beliefs and cultural practices of a given society. Eight qualified teachers in mathematics were taken as part of this research. The instruments to establish the information were questionnaire, interview and journaling field. As analysis methodology, I made use of the Discursive Textual Analysis that is part of the production and reconstruction movements of the investigated realities. From the analysis, five categories emerged that originated the units of meaning: Initial Teacher Education: training practice-based content; Shortcoming on Teacher Training: Practice Commitment in the classroom; Knowledge of the specific knowledge: Senses and Meanings; Teaching Practice: learning to be a teacher in the practice of the classroom, and Teachers knowledge: initial training mediators. The analysis of these units is in line with the thesis defended by me that the practical experiences experienced by the mathematics teachers graduates are able to promote the development of teaching knowledge. In addition, they can be used as basis to provide the didactic and conceptual mediation in training process in order to minimize the shortcoming on teacher Training and form different teachers to work in Basic Education. The results point to the proposition that it is possible to train teachers differently, considering the presence of elements such as teaching mediated by research; differentiated teaching methodologies; pedagogical residence throughout the training and constant revision and reformulation on the processes of the PPC of the course. This research reveals notes that focus on initial training of mathematics teachers, organized in processes that require procedural actions, considering: Promote in initial training, procedures in which the class actions are close to the educational reality as an essential practice to the teacher in training; Integrate specific knowledge and teaching skills, in order to promote the basis of understanding needed to provide those teachers, the feeling of belonging to their profession; Insert teaching, research and extension as articulators elements and promoters of a significant learning in the initial training of mathematics teachers. In this proposition, I manifest the understanding that a differentiated formation takes place from the opening to dialogue, to the challenges, to the innovations and to the necessary changes to the training of teachers able to understand the importance of their social role and their relationship with the world. |
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Saberes docentes como mediadores didáticos e conceituais na formação inicial de professores de MatemáticaSaberes docentesFormação inicialProfessores de matemáticaCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICATeaching knowledgeInitial trainingMathematics teachersThis is a qualitative research that brings, as investigation focus, the teacher knowledge of the Mathematics Teachers Graduates of the Federal University of Pará, Campus of Castanhal. These teachers develop their teaching practices in public schools in the micro-region of Salgado, which was the context where it was done a field research in order to investigate the graduating teachers' knowledge to understand how these can be understood as didactic and conceptual mediators in the initial training of mathematics teachers. Through the observations in the field of research, I developed an architecture to conceptualize three dimensions of knowledge: Teacher Personal Knowledge; Training Knowledge and Knowledge of Teaching Practice, in order to understand how the concept of knowledge is interrelated in processes that require values, beliefs and cultural practices of a given society. Eight qualified teachers in mathematics were taken as part of this research. The instruments to establish the information were questionnaire, interview and journaling field. As analysis methodology, I made use of the Discursive Textual Analysis that is part of the production and reconstruction movements of the investigated realities. From the analysis, five categories emerged that originated the units of meaning: Initial Teacher Education: training practice-based content; Shortcoming on Teacher Training: Practice Commitment in the classroom; Knowledge of the specific knowledge: Senses and Meanings; Teaching Practice: learning to be a teacher in the practice of the classroom, and Teachers knowledge: initial training mediators. The analysis of these units is in line with the thesis defended by me that the practical experiences experienced by the mathematics teachers graduates are able to promote the development of teaching knowledge. In addition, they can be used as basis to provide the didactic and conceptual mediation in training process in order to minimize the shortcoming on teacher Training and form different teachers to work in Basic Education. The results point to the proposition that it is possible to train teachers differently, considering the presence of elements such as teaching mediated by research; differentiated teaching methodologies; pedagogical residence throughout the training and constant revision and reformulation on the processes of the PPC of the course. This research reveals notes that focus on initial training of mathematics teachers, organized in processes that require procedural actions, considering: Promote in initial training, procedures in which the class actions are close to the educational reality as an essential practice to the teacher in training; Integrate specific knowledge and teaching skills, in order to promote the basis of understanding needed to provide those teachers, the feeling of belonging to their profession; Insert teaching, research and extension as articulators elements and promoters of a significant learning in the initial training of mathematics teachers. In this proposition, I manifest the understanding that a differentiated formation takes place from the opening to dialogue, to the challenges, to the innovations and to the necessary changes to the training of teachers able to understand the importance of their social role and their relationship with the world.Esta é uma pesquisa de natureza qualitativa, que traz como foco de investigação, os saberes de professores egressos do curso de Licenciatura em Matemática da Universidade Federal do Pará, Campus universitário de Castanhal. Esses professores desenvolvem suas práticas docentes nas escolas públicas da Microrregião do Salgado, contexto em que foi realizado a pesquisa de campo, com o objetivo de investigar os saberes docentes de professores egressos para compreender de que forma estes podem ser entendidos como mediadores didáticos e conceituais na formação inicial de professores de Matemática. Das observações no campo de investigação, desenvolvi uma arquitetura para conceituar as três dimensões de saber: Saber Pessoal do Professor; Saber da Formação e Saber da Prática Docente, na perspectiva de compreender como o conceito de saber está inter-relacionado nos processos que demandam valores, crenças e práticas culturais de uma determinada sociedade. Fizeram parte desta pesquisa, oito professores licenciados em Matemática. Os instrumentos para a constituição das informações foram questionário, entrevista e registro em diário de campo. Como metodologia de análise, fiz uso da Análise Textual Discursiva, que se insere em movimentos de produção e reconstrução das realidades investigadas. Das análises, emergiram cinco categorias que deram origem as unidades de significados: Formação Inicial: prática formativa baseada em conteúdos; Lacunas da Formação: comprometimento da prática na sala de aula; Saberes do Conhecimento Específico: sentidos e significados; Prática Docente: aprendendo a ser professor na prática da sala de aula e, Saberes Docentes: mediadores da/na formação inicial. A análise dessas unidades vem ao encontro da tese por mim defendida de que as experiências práticas vivenciadas por professores egressos dos cursos de Licenciatura em Matemática, são capazes de promover o desenvolvimento de saberes docentes e servir de base para propiciar a mediação didático e conceitual em processo formativos, na perspectiva de minimizar as lacunas de formação e formar professores diferenciados para atuarem na Educação Básica. Os resultados apontam para a proposição de que é possível formar professores de forma diferenciada, considerando a presença de elementos como: um ensino mediado pela pesquisa; de metodologias de ensino diferenciadas; da residência pedagógica ao longo da formação e de constantes processos de revisão e reformulação no PPC do curso. A pesquisa revela notas que incidem sobre a formação inicial de professores de Matemática, configuradas em processos que demandam atitudes procedimentais, considerando: Promover no âmbito da formação inicial, procedimentos em que as ações de aula sejam aproximativas da realidade educacional, como um exercício necessário ao professor em formação; Integrar conhecimentos específicos e conhecimentos pedagógicos, com vistas a promover a base de entendimento necessária para proporcionar ao professor em formação, o sentimento de pertencimento de sua profissão; Inserir o ensino, a pesquisa e a extensão como elementos articuladores e promovedores de uma aprendizagem significativa na formação inicial de professores de Matemática. Nesta proposição, manifesto a compreensão de que uma formação diferenciada se dá a partir da abertura ao diálogo, aos desafios, às inovações e as mudanças necessárias à formação de professores capazes de compreender a importância de seu papel social e de sua relação com o mundo.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Exatas e da Terra (ICET)UFMT CUC - CuiabáPrograma de Pós-Graduação em Educação em Ciências e Matemática - PPGECEMGonçalves, Tadeu Oliverhttp://lattes.cnpq.br/6789250569319668Gonçalves, Tadeu Oliver019.500.372-15http://lattes.cnpq.br/6789250569319668Mendes, Iran Abreu124.329.622-49http://lattes.cnpq.br/4490674057492872019.500.372-15Nacarato, Adair Mendes511.643.378-15http://lattes.cnpq.br/4651130852101924Silva, Carlos Aldemir Farias da496.380.334-87http://lattes.cnpq.br/7226908910873590Gonçalves, Terezinha Valim Oliver085.250.720-87http://lattes.cnpq.br/0496932429575513Ledoux, Maria Lídia Paula2024-02-20T15:19:54Z2017-02-012024-02-20T15:19:54Z2016-11-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisLEDOUX, Maria Lídia Paula. Saberes docentes como mediadores didáticos e conceituais na formação inicial de professores de Matemática. 2016. 195 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2016.http://ri.ufmt.br/handle/1/5133porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2024-02-26T07:01:27Zoai:localhost:1/5133Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2024-02-26T07:01:27Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Saberes docentes como mediadores didáticos e conceituais na formação inicial de professores de Matemática |
title |
Saberes docentes como mediadores didáticos e conceituais na formação inicial de professores de Matemática |
spellingShingle |
Saberes docentes como mediadores didáticos e conceituais na formação inicial de professores de Matemática Ledoux, Maria Lídia Paula Saberes docentes Formação inicial Professores de matemática CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA Teaching knowledge Initial training Mathematics teachers |
title_short |
Saberes docentes como mediadores didáticos e conceituais na formação inicial de professores de Matemática |
title_full |
Saberes docentes como mediadores didáticos e conceituais na formação inicial de professores de Matemática |
title_fullStr |
Saberes docentes como mediadores didáticos e conceituais na formação inicial de professores de Matemática |
title_full_unstemmed |
Saberes docentes como mediadores didáticos e conceituais na formação inicial de professores de Matemática |
title_sort |
Saberes docentes como mediadores didáticos e conceituais na formação inicial de professores de Matemática |
author |
Ledoux, Maria Lídia Paula |
author_facet |
Ledoux, Maria Lídia Paula |
author_role |
author |
dc.contributor.none.fl_str_mv |
Gonçalves, Tadeu Oliver http://lattes.cnpq.br/6789250569319668 Gonçalves, Tadeu Oliver 019.500.372-15 http://lattes.cnpq.br/6789250569319668 Mendes, Iran Abreu 124.329.622-49 http://lattes.cnpq.br/4490674057492872 019.500.372-15 Nacarato, Adair Mendes 511.643.378-15 http://lattes.cnpq.br/4651130852101924 Silva, Carlos Aldemir Farias da 496.380.334-87 http://lattes.cnpq.br/7226908910873590 Gonçalves, Terezinha Valim Oliver 085.250.720-87 http://lattes.cnpq.br/0496932429575513 |
dc.contributor.author.fl_str_mv |
Ledoux, Maria Lídia Paula |
dc.subject.por.fl_str_mv |
Saberes docentes Formação inicial Professores de matemática CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA Teaching knowledge Initial training Mathematics teachers |
topic |
Saberes docentes Formação inicial Professores de matemática CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA Teaching knowledge Initial training Mathematics teachers |
description |
This is a qualitative research that brings, as investigation focus, the teacher knowledge of the Mathematics Teachers Graduates of the Federal University of Pará, Campus of Castanhal. These teachers develop their teaching practices in public schools in the micro-region of Salgado, which was the context where it was done a field research in order to investigate the graduating teachers' knowledge to understand how these can be understood as didactic and conceptual mediators in the initial training of mathematics teachers. Through the observations in the field of research, I developed an architecture to conceptualize three dimensions of knowledge: Teacher Personal Knowledge; Training Knowledge and Knowledge of Teaching Practice, in order to understand how the concept of knowledge is interrelated in processes that require values, beliefs and cultural practices of a given society. Eight qualified teachers in mathematics were taken as part of this research. The instruments to establish the information were questionnaire, interview and journaling field. As analysis methodology, I made use of the Discursive Textual Analysis that is part of the production and reconstruction movements of the investigated realities. From the analysis, five categories emerged that originated the units of meaning: Initial Teacher Education: training practice-based content; Shortcoming on Teacher Training: Practice Commitment in the classroom; Knowledge of the specific knowledge: Senses and Meanings; Teaching Practice: learning to be a teacher in the practice of the classroom, and Teachers knowledge: initial training mediators. The analysis of these units is in line with the thesis defended by me that the practical experiences experienced by the mathematics teachers graduates are able to promote the development of teaching knowledge. In addition, they can be used as basis to provide the didactic and conceptual mediation in training process in order to minimize the shortcoming on teacher Training and form different teachers to work in Basic Education. The results point to the proposition that it is possible to train teachers differently, considering the presence of elements such as teaching mediated by research; differentiated teaching methodologies; pedagogical residence throughout the training and constant revision and reformulation on the processes of the PPC of the course. This research reveals notes that focus on initial training of mathematics teachers, organized in processes that require procedural actions, considering: Promote in initial training, procedures in which the class actions are close to the educational reality as an essential practice to the teacher in training; Integrate specific knowledge and teaching skills, in order to promote the basis of understanding needed to provide those teachers, the feeling of belonging to their profession; Insert teaching, research and extension as articulators elements and promoters of a significant learning in the initial training of mathematics teachers. In this proposition, I manifest the understanding that a differentiated formation takes place from the opening to dialogue, to the challenges, to the innovations and to the necessary changes to the training of teachers able to understand the importance of their social role and their relationship with the world. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-11-25 2017-02-01 2024-02-20T15:19:54Z 2024-02-20T15:19:54Z |
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 |
LEDOUX, Maria Lídia Paula. Saberes docentes como mediadores didáticos e conceituais na formação inicial de professores de Matemática. 2016. 195 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2016. http://ri.ufmt.br/handle/1/5133 |
identifier_str_mv |
LEDOUX, Maria Lídia Paula. Saberes docentes como mediadores didáticos e conceituais na formação inicial de professores de Matemática. 2016. 195 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2016. |
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http://ri.ufmt.br/handle/1/5133 |
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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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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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