Saberes para ensinar matemática no estágio supervisionado da Licenciatura em Matemática da UNEMAT – Campus de Sinop (1990 – 2016)
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3390 |
Resumo: | During a considerable period of the history, the teachers’ graduation courses prioritized disciplinary knowledge, they believed it would be enough for the mathematics teaching. However, the emphasis in the disciplinary knowledge, to the detriment of the knowledge of the pedagogical didactic character, has arised important debates in scope on the teachers graduation, among them which is considered the professional knowledge resulting from the articulation between the knowledge of teaching and for teaching, having as an objective to understand the knowledge considered fundamental in the Mathematics teachers graduation and they were mobilized in the Supervised Trainee In Degree in Mathematics of the UNEMAT, Campus of Sinop/MT, in the period from 1990 to 2016. The study was supported in theorical referentials about professional knowledge, (HOFSTETTER, 2017 and VALENTE, 2017), among others, which discuss the teaching profession (GATTI, p 2009; SAVIANI, 2009; FIORENTINI, 2013), as well as in historian references in the culture history and the school disciplines (JULIA, 2001; CHERVEL,1990), especially in the mathematics education historian mothodologic theoretical contribution (VALENTE, 2007; PINTO, 2014). Having in consideration these studies, a work hypothesis where the knowledge to teach mathematics mobolized in the stage in question, while cultural objects, aren’t static knowledge. In composing historically and incorporating advances of science education, they present brands of transformation which respond to the chalenges put for a society in constant change. The perspective accomplished of the historical culture, the study constituted their foundations with documents of official legislation to the degree courses and scholar documents, as pedagogical- political projects in the Mathematics Degree in UNEMAT, Campus of Sinop/MT, reports of the Supervised Trainee and testimonies of supervisors trainee teachers and coordinators of Degree in Mathematics, protagonists who lived the transformation occurred in the trainee activities planned for the referred period. The analysis show that, in consequence of the trainee, knowledge were put to teach mathematics with few evidences of a necessary articulation with the knowledge to teach, capable of setting them up as professional knowledge, according to the concept adopted by (Hofstetter, 2017 and Valente, 2017), such movement, however, permits to verify transformation which have occurred in the Mathematics Educational Field and consequently in the Supervised Trainee, in relation to the presence of professional knowledge, fundamental for the teacher who teaches mathematics in the basic education. |
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Saberes para ensinar matemática no estágio supervisionado da Licenciatura em Matemática da UNEMAT – Campus de Sinop (1990 – 2016)História da educação matemáticaLicenciatura em matemáticaEstágio supervisionadoSaberes profissionaisCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAHistory of the mathematics educationDegree in mathematicsSupervised traineeProfessional knowledgeDuring a considerable period of the history, the teachers’ graduation courses prioritized disciplinary knowledge, they believed it would be enough for the mathematics teaching. However, the emphasis in the disciplinary knowledge, to the detriment of the knowledge of the pedagogical didactic character, has arised important debates in scope on the teachers graduation, among them which is considered the professional knowledge resulting from the articulation between the knowledge of teaching and for teaching, having as an objective to understand the knowledge considered fundamental in the Mathematics teachers graduation and they were mobilized in the Supervised Trainee In Degree in Mathematics of the UNEMAT, Campus of Sinop/MT, in the period from 1990 to 2016. The study was supported in theorical referentials about professional knowledge, (HOFSTETTER, 2017 and VALENTE, 2017), among others, which discuss the teaching profession (GATTI, p 2009; SAVIANI, 2009; FIORENTINI, 2013), as well as in historian references in the culture history and the school disciplines (JULIA, 2001; CHERVEL,1990), especially in the mathematics education historian mothodologic theoretical contribution (VALENTE, 2007; PINTO, 2014). Having in consideration these studies, a work hypothesis where the knowledge to teach mathematics mobolized in the stage in question, while cultural objects, aren’t static knowledge. In composing historically and incorporating advances of science education, they present brands of transformation which respond to the chalenges put for a society in constant change. The perspective accomplished of the historical culture, the study constituted their foundations with documents of official legislation to the degree courses and scholar documents, as pedagogical- political projects in the Mathematics Degree in UNEMAT, Campus of Sinop/MT, reports of the Supervised Trainee and testimonies of supervisors trainee teachers and coordinators of Degree in Mathematics, protagonists who lived the transformation occurred in the trainee activities planned for the referred period. The analysis show that, in consequence of the trainee, knowledge were put to teach mathematics with few evidences of a necessary articulation with the knowledge to teach, capable of setting them up as professional knowledge, according to the concept adopted by (Hofstetter, 2017 and Valente, 2017), such movement, however, permits to verify transformation which have occurred in the Mathematics Educational Field and consequently in the Supervised Trainee, in relation to the presence of professional knowledge, fundamental for the teacher who teaches mathematics in the basic education.Por um período considerável da história, os cursos de formação de professores priorizaram saberes disciplinares, acreditando-se que seriam suficientes para a docência em matemática. Contudo, a ênfase nos saberes disciplinares, em detrimento dos saberes de caráter didático-pedagógico, tem suscitado importantes debates no âmbito da formação de professores, dentre eles, o que considera os saberes profissionais resultantes da articulação entre os saberes a ensinar e para ensinar, tendo como objetivo compreender os saberes considerados fundamentais na formação de professores de Matemática e que foram mobilizados no Estágio Supervisionado da Licenciatura em Matemática da UNEMAT, Campus de Sinop/MT, no período de 1990 a 2016. O estudo apoiou-se em referenciais teóricos sobre saberes profissionais, (HOFSTETTER, 2017 e VALENTE, 2017), dentre outros, que discutem a profissão docente (GATTI, p 2009; SAVIANI, 2009; FIORENTINI, 2013), assim como em referenciais de historiadores da história cultural e das disciplinas escolares (JULIA, 2001; CHERVEL,1990), em especial em aportes teórico-metodológicos de historiadores da história da educação matemática, (VALENTE, 2007; PINTO, 2014). Tendo em vista estes estudos, toma-se como hipótese de trabalho que os saberes para ensinar matemática mobilizados no estágio em questão, enquanto objetos culturais, não são saberes estáticos. Ao se constituírem historicamente e ao incorporarem avanços das ciências da educação, apresentam marcas de transformações que respondem aos desafios colocados por uma sociedade em constante mudança. Realizado na perspectiva da história cultural, o estudo constituiu suas fontes com documentos da legislação oficial para os cursos de licenciaturas e documentos escolares, como os projetos político-pedagógicos do curso de Licenciatura em Matemática da UNEMAT, Campus de Sinop/MT, relatórios do Estágio Supervisionado e depoimentos de professores supervisores de estágio e coordenadores da Licenciatura em Matemática, protagonistas que vivenciaram as transformações ocorridas nas atividades de estágio previstas para o referido período. As análises mostram que, na consecução do estágio, foram mobilizados saberes para ensinar matemática com poucos indícios de uma necessária articulação com os saberes a ensinar, capazes de configurá-los como saberes profissionais, segundo conceito adotado por (Hofstetter, 2017 e Valente, 2017), movimento que, no entanto, permite constatar transformações que vêm ocorrendo no campo da Educação Matemática e consequentemente no Estágio Supervisionado, em relação à presença de saberes profissionais, fundamentais para o professor que ensina matemática na educação básica.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Exatas e da Terra (ICET)UFMT CUC - CuiabáPrograma de Pós-Graduação em Educação em Ciências e Matemática - PPGECEMPinto, Neuza Bertonihttp://lattes.cnpq.br/9122972761409214Pinto, Neuza Bertoni485.540.739-91http://lattes.cnpq.br/9122972761409214Wielewski, Gladys Denise502.478.161-91http://lattes.cnpq.br/4154014326253864485.540.739-91Valente, Wagner Rodrigues771.604.878-34http://lattes.cnpq.br/0648590779429965Duarte, Aparecida Rodrigues Silva006.021.368-06http://lattes.cnpq.br/8300934292118606Bertini, Luciane de Fatima280.126.928-05http://lattes.cnpq.br/7883451343333340Evangelista, Celma Ramos2022-07-11T17:24:59Z2019-04-012022-07-11T17:24:59Z2019-01-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisEVANGELISTA, Celma Ramos. Saberes para ensinar matemática no estágio supervisionado da Licenciatura em Matemática da UNEMAT – Campus de Sinop (1990 – 2016). 2019. 194 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2019.http://ri.ufmt.br/handle/1/3390porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2022-07-16T07:05:07Zoai:localhost:1/3390Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2022-07-16T07:05:07Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Saberes para ensinar matemática no estágio supervisionado da Licenciatura em Matemática da UNEMAT – Campus de Sinop (1990 – 2016) |
title |
Saberes para ensinar matemática no estágio supervisionado da Licenciatura em Matemática da UNEMAT – Campus de Sinop (1990 – 2016) |
spellingShingle |
Saberes para ensinar matemática no estágio supervisionado da Licenciatura em Matemática da UNEMAT – Campus de Sinop (1990 – 2016) Evangelista, Celma Ramos História da educação matemática Licenciatura em matemática Estágio supervisionado Saberes profissionais CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA History of the mathematics education Degree in mathematics Supervised trainee Professional knowledge |
title_short |
Saberes para ensinar matemática no estágio supervisionado da Licenciatura em Matemática da UNEMAT – Campus de Sinop (1990 – 2016) |
title_full |
Saberes para ensinar matemática no estágio supervisionado da Licenciatura em Matemática da UNEMAT – Campus de Sinop (1990 – 2016) |
title_fullStr |
Saberes para ensinar matemática no estágio supervisionado da Licenciatura em Matemática da UNEMAT – Campus de Sinop (1990 – 2016) |
title_full_unstemmed |
Saberes para ensinar matemática no estágio supervisionado da Licenciatura em Matemática da UNEMAT – Campus de Sinop (1990 – 2016) |
title_sort |
Saberes para ensinar matemática no estágio supervisionado da Licenciatura em Matemática da UNEMAT – Campus de Sinop (1990 – 2016) |
author |
Evangelista, Celma Ramos |
author_facet |
Evangelista, Celma Ramos |
author_role |
author |
dc.contributor.none.fl_str_mv |
Pinto, Neuza Bertoni http://lattes.cnpq.br/9122972761409214 Pinto, Neuza Bertoni 485.540.739-91 http://lattes.cnpq.br/9122972761409214 Wielewski, Gladys Denise 502.478.161-91 http://lattes.cnpq.br/4154014326253864 485.540.739-91 Valente, Wagner Rodrigues 771.604.878-34 http://lattes.cnpq.br/0648590779429965 Duarte, Aparecida Rodrigues Silva 006.021.368-06 http://lattes.cnpq.br/8300934292118606 Bertini, Luciane de Fatima 280.126.928-05 http://lattes.cnpq.br/7883451343333340 |
dc.contributor.author.fl_str_mv |
Evangelista, Celma Ramos |
dc.subject.por.fl_str_mv |
História da educação matemática Licenciatura em matemática Estágio supervisionado Saberes profissionais CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA History of the mathematics education Degree in mathematics Supervised trainee Professional knowledge |
topic |
História da educação matemática Licenciatura em matemática Estágio supervisionado Saberes profissionais CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA History of the mathematics education Degree in mathematics Supervised trainee Professional knowledge |
description |
During a considerable period of the history, the teachers’ graduation courses prioritized disciplinary knowledge, they believed it would be enough for the mathematics teaching. However, the emphasis in the disciplinary knowledge, to the detriment of the knowledge of the pedagogical didactic character, has arised important debates in scope on the teachers graduation, among them which is considered the professional knowledge resulting from the articulation between the knowledge of teaching and for teaching, having as an objective to understand the knowledge considered fundamental in the Mathematics teachers graduation and they were mobilized in the Supervised Trainee In Degree in Mathematics of the UNEMAT, Campus of Sinop/MT, in the period from 1990 to 2016. The study was supported in theorical referentials about professional knowledge, (HOFSTETTER, 2017 and VALENTE, 2017), among others, which discuss the teaching profession (GATTI, p 2009; SAVIANI, 2009; FIORENTINI, 2013), as well as in historian references in the culture history and the school disciplines (JULIA, 2001; CHERVEL,1990), especially in the mathematics education historian mothodologic theoretical contribution (VALENTE, 2007; PINTO, 2014). Having in consideration these studies, a work hypothesis where the knowledge to teach mathematics mobolized in the stage in question, while cultural objects, aren’t static knowledge. In composing historically and incorporating advances of science education, they present brands of transformation which respond to the chalenges put for a society in constant change. The perspective accomplished of the historical culture, the study constituted their foundations with documents of official legislation to the degree courses and scholar documents, as pedagogical- political projects in the Mathematics Degree in UNEMAT, Campus of Sinop/MT, reports of the Supervised Trainee and testimonies of supervisors trainee teachers and coordinators of Degree in Mathematics, protagonists who lived the transformation occurred in the trainee activities planned for the referred period. The analysis show that, in consequence of the trainee, knowledge were put to teach mathematics with few evidences of a necessary articulation with the knowledge to teach, capable of setting them up as professional knowledge, according to the concept adopted by (Hofstetter, 2017 and Valente, 2017), such movement, however, permits to verify transformation which have occurred in the Mathematics Educational Field and consequently in the Supervised Trainee, in relation to the presence of professional knowledge, fundamental for the teacher who teaches mathematics in the basic education. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-04-01 2019-01-30 2022-07-11T17:24:59Z 2022-07-11T17:24:59Z |
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 |
EVANGELISTA, Celma Ramos. Saberes para ensinar matemática no estágio supervisionado da Licenciatura em Matemática da UNEMAT – Campus de Sinop (1990 – 2016). 2019. 194 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2019. http://ri.ufmt.br/handle/1/3390 |
identifier_str_mv |
EVANGELISTA, Celma Ramos. Saberes para ensinar matemática no estágio supervisionado da Licenciatura em Matemática da UNEMAT – Campus de Sinop (1990 – 2016). 2019. 194 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2019. |
url |
http://ri.ufmt.br/handle/1/3390 |
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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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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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