A formação do pedagogo e o ensino da matemática nos anos iniciais do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/981 |
Resumo: | The present dissertation is the result of a master‟s research in Education, developed through the Postgraduate Program in Education of Federal University of Mato Grosso (UFMT). Starting from the research theme “The teacher training and the teaching of Mathematics” the proposal is to discuss the formation of that professional, and also the challenges and problems faced by him/her when it comes to teaching Mathematics to the 1st and 2nd grades of Elementary School. The problem presented from the investigation object is: What are the challenges faced by the professional graduated in Pedagogy when teaching Mathematics to the initial grades of the Elementary School. The main objective of the following dissertation is to understand and identify how those professionals mobilize appropriate mathematical knowledge in the Pedagogy course. It seeks to understand which Math teaching conception serves as basis for the teacher pedagogical practice and what he/she thinks about his/her formation; it seeks the difficulties and challenges which that teacher faces to teach Mathematics. The chosen investigation scenario is the municipal public education system of Rondonopolis-MT. Eight teachers responsible for teaching Mathematics to the mentioned grades were invited to collaborate with the study. The curriculum and menus of disciplines related to the Math formation of the teacher of five Pedagogy courses of Mato Grosso were analyzed. Interpretative qualitative approaches were used as methodology framework, and also data collection, questionnaire, semistructured interview and documents analysis. As an aid to the reflection about the organization of the Pedagogy course we have Bissoli da Silva (2006), Libâneo (1998), Pimenta (1996), Franco (2008), Sheibe (2009), Gatti e Nunes (2008). When it comes to Math teaching we have as an aid to our discussions Skovmose (2001), Fiorentini (1995), Piaget (1990, 1988), Curi (2004). Finally, referring to teachers formation: Freire (1987, 1999), Veiga (2009), Kincheloe (1997), Contreras (2002), Peter Mclaren (1997), Giroux (1997), Gadotti (1995), Saviani (1991), Carvalho (2005), Nóvoa (1992, 2009), Paro (2008), Pinto (2000), Tardif (2002) e Shulman (1986, 1987 apud Montalvão e Mizukami 2002). The results of the research revealed the Mathematics teachers of the 1st and 2nd grades of Elementary School in this municipal public education system are not educators, even though the study seeks for educators. It also showed some gaps in the programs of initial formation of educators, especially in Mathematics. The teachers‟ conception about the teaching-learning process of Mathematics is, in the majority, according to the perspective of construction which gives more value to the process than to the product of math knowledge production. The faced challenges when teaching math to the first grades of Elementary School are related to the teacher formation and to the organization of school, and it essentially has a pedagogic nature: the insufficient appropriation of math contents to be taught, evaluation and teaching strategy to be chosen for teaching heterogeneous classes due to learning levels, and the problem of students learning deficit. |
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A formação do pedagogo e o ensino da matemática nos anos iniciais do ensino fundamentalFormação de professoresPedagogiaEnsino da matemáticaCNPQ::CIENCIAS HUMANAS::EDUCACAOTeachers formationPedagogyMathematics teachingThe present dissertation is the result of a master‟s research in Education, developed through the Postgraduate Program in Education of Federal University of Mato Grosso (UFMT). Starting from the research theme “The teacher training and the teaching of Mathematics” the proposal is to discuss the formation of that professional, and also the challenges and problems faced by him/her when it comes to teaching Mathematics to the 1st and 2nd grades of Elementary School. The problem presented from the investigation object is: What are the challenges faced by the professional graduated in Pedagogy when teaching Mathematics to the initial grades of the Elementary School. The main objective of the following dissertation is to understand and identify how those professionals mobilize appropriate mathematical knowledge in the Pedagogy course. It seeks to understand which Math teaching conception serves as basis for the teacher pedagogical practice and what he/she thinks about his/her formation; it seeks the difficulties and challenges which that teacher faces to teach Mathematics. The chosen investigation scenario is the municipal public education system of Rondonopolis-MT. Eight teachers responsible for teaching Mathematics to the mentioned grades were invited to collaborate with the study. The curriculum and menus of disciplines related to the Math formation of the teacher of five Pedagogy courses of Mato Grosso were analyzed. Interpretative qualitative approaches were used as methodology framework, and also data collection, questionnaire, semistructured interview and documents analysis. As an aid to the reflection about the organization of the Pedagogy course we have Bissoli da Silva (2006), Libâneo (1998), Pimenta (1996), Franco (2008), Sheibe (2009), Gatti e Nunes (2008). When it comes to Math teaching we have as an aid to our discussions Skovmose (2001), Fiorentini (1995), Piaget (1990, 1988), Curi (2004). Finally, referring to teachers formation: Freire (1987, 1999), Veiga (2009), Kincheloe (1997), Contreras (2002), Peter Mclaren (1997), Giroux (1997), Gadotti (1995), Saviani (1991), Carvalho (2005), Nóvoa (1992, 2009), Paro (2008), Pinto (2000), Tardif (2002) e Shulman (1986, 1987 apud Montalvão e Mizukami 2002). The results of the research revealed the Mathematics teachers of the 1st and 2nd grades of Elementary School in this municipal public education system are not educators, even though the study seeks for educators. It also showed some gaps in the programs of initial formation of educators, especially in Mathematics. The teachers‟ conception about the teaching-learning process of Mathematics is, in the majority, according to the perspective of construction which gives more value to the process than to the product of math knowledge production. The faced challenges when teaching math to the first grades of Elementary School are related to the teacher formation and to the organization of school, and it essentially has a pedagogic nature: the insufficient appropriation of math contents to be taught, evaluation and teaching strategy to be chosen for teaching heterogeneous classes due to learning levels, and the problem of students learning deficit.O presente trabalho é resultante de pesquisa de mestrado em Educação desenvolvida no Programa de Pós-graduação em Educação da Universidade Federal de Mato Grosso. Partindo da temática de pesquisa “A formação do pedagogo e o ensino da Matemática”, tem como proposta de discussão a formação deste profissional e os desafios e problemas por ele enfrentados para o ensino da Matemática na 1ª e 2ª fases do II Ciclo nos Anos Iniciais do Ensino Fundamental. O problema que se apresenta a partir do objeto de investigação é: O professor graduado em Pedagogia, para ensinar a Matemática nos Anos Iniciais do Ensino Fundamental, enfrenta que desafios? Compreender e identificar como esses docentes mobilizam os conhecimentos matemáticos apropriados no curso de Pedagogia é o objetivo central deste trabalho. Busca-se entender que concepção de ensino da Matemática embasa a prática pedagógica do professor e o que ele pensa sobre a sua formação; procura-se as dificuldades e os desafios que esse professor enfrenta para ensinar a Matemática. Para refletir sobre a problemática da pesquisa, elege-se como cenário de investigação a rede pública municipal de Rondonópolis - MT. Foram convidadas a colaborar com o estudo, oito professoras que atuam com o ensino da Matemática nas fases delimitadas pelo mesmo. São analisadas também as matrizes curriculares e as ementas das disciplinas destinadas a formação matemática do pedagogo de cinco cursos de Pedagogia de Mato Grosso. Tomando como referencial metodológico as abordagens qualitativas interpretativas, utilizou-se para a coleta de dados o questionário, a entrevista semiestruturada e a análise de documentos. Como subsídio à reflexão acerca da organização do curso de Pedagogia recorre-se, à Bissolli da Silva, (2006), Brzezinski (1996), Libâneo (1998), Pimenta (1996), Franco (2008), Sheibe (2009), Gatti e Nunes (2008). Para auxiliar na discussão do ensino da Matemática, apoia-se em Skovsmose (2001), Fiorentini (1995), Piaget (1990, 1988), Curi (2004). Por fim, nos aspectos relacionados à formação de professores: Freire (1987, 1999), Veiga (2009); Kincheloe (1997), Contreras (2002), Peter Mclaren (1997), Giroux (1997), Gadotti (1995); Saviani (1991); Carvalho (2005); Nóvoa (1992, 2009), Paro (2008), Pinto (2000); Tardif (2002) e Shulman (1986; 1987 apud Montalvão e Mizukami, 2002). Os resultados da pesquisa revelaram que a maioria dos professores que atuam com a Matemática na 1ª e 2ª fases do II Ciclo nesta rede de ensino não são pedagogos, porém este estudo busca os que são pedagogos. Apontaram ainda, para a existência de lacunas nos programas de formação inicial dos pedagogos, em especial na área da Matemática. A concepção das professoras sobre o ensinoaprendizagem da Matemática aparece, majoritariamente, na perspectiva da construção que dá maior valor ao processo do que ao produto da produção do conhecimento matemático. Os desafios enfrentados para ensinar a Matemática nos Anos Iniciais do Ensino Fundamental se inserem em questões centradas, na formação do professor e na organização da escola, e têm, primordialmente, natureza pedagógica: a apropriação insuficiente dos conteúdos matemáticos a serem ensinados, a avaliação e a estratégia de ensino a serem adotadas no trabalho com classes bastante heterogêneas nos níveis de aprendizagem e o problema do déficit de aprendizagem dos alunos.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoCarvalho, Ademar de Limahttp://lattes.cnpq.br/6926944750460343Roma, José Eduardo150.466.788-37http://lattes.cnpq.br/2603857504788591Monteiro, Filomena Maria de Arruda459.585.131-68http://lattes.cnpq.br/7969849041476435138.040.731-15Carvalho, Ademar de Lima138.040.731-15http://lattes.cnpq.br/6926944750460343Lima, Simone Marques2019-04-03T13:20:18Z2012-02-142019-04-03T13:20:18Z2011-04-18info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisLIMA, Simone Marques. A formação do pedagogo e o ensino da matemática nos anos iniciais do ensino fundamental. 2011. 212 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2011.http://ri.ufmt.br/handle/1/981porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2019-04-04T07:02:46Zoai:localhost:1/981Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2019-04-04T07:02:46Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
A formação do pedagogo e o ensino da matemática nos anos iniciais do ensino fundamental |
title |
A formação do pedagogo e o ensino da matemática nos anos iniciais do ensino fundamental |
spellingShingle |
A formação do pedagogo e o ensino da matemática nos anos iniciais do ensino fundamental Lima, Simone Marques Formação de professores Pedagogia Ensino da matemática CNPQ::CIENCIAS HUMANAS::EDUCACAO Teachers formation Pedagogy Mathematics teaching |
title_short |
A formação do pedagogo e o ensino da matemática nos anos iniciais do ensino fundamental |
title_full |
A formação do pedagogo e o ensino da matemática nos anos iniciais do ensino fundamental |
title_fullStr |
A formação do pedagogo e o ensino da matemática nos anos iniciais do ensino fundamental |
title_full_unstemmed |
A formação do pedagogo e o ensino da matemática nos anos iniciais do ensino fundamental |
title_sort |
A formação do pedagogo e o ensino da matemática nos anos iniciais do ensino fundamental |
author |
Lima, Simone Marques |
author_facet |
Lima, Simone Marques |
author_role |
author |
dc.contributor.none.fl_str_mv |
Carvalho, Ademar de Lima http://lattes.cnpq.br/6926944750460343 Roma, José Eduardo 150.466.788-37 http://lattes.cnpq.br/2603857504788591 Monteiro, Filomena Maria de Arruda 459.585.131-68 http://lattes.cnpq.br/7969849041476435 138.040.731-15 Carvalho, Ademar de Lima 138.040.731-15 http://lattes.cnpq.br/6926944750460343 |
dc.contributor.author.fl_str_mv |
Lima, Simone Marques |
dc.subject.por.fl_str_mv |
Formação de professores Pedagogia Ensino da matemática CNPQ::CIENCIAS HUMANAS::EDUCACAO Teachers formation Pedagogy Mathematics teaching |
topic |
Formação de professores Pedagogia Ensino da matemática CNPQ::CIENCIAS HUMANAS::EDUCACAO Teachers formation Pedagogy Mathematics teaching |
description |
The present dissertation is the result of a master‟s research in Education, developed through the Postgraduate Program in Education of Federal University of Mato Grosso (UFMT). Starting from the research theme “The teacher training and the teaching of Mathematics” the proposal is to discuss the formation of that professional, and also the challenges and problems faced by him/her when it comes to teaching Mathematics to the 1st and 2nd grades of Elementary School. The problem presented from the investigation object is: What are the challenges faced by the professional graduated in Pedagogy when teaching Mathematics to the initial grades of the Elementary School. The main objective of the following dissertation is to understand and identify how those professionals mobilize appropriate mathematical knowledge in the Pedagogy course. It seeks to understand which Math teaching conception serves as basis for the teacher pedagogical practice and what he/she thinks about his/her formation; it seeks the difficulties and challenges which that teacher faces to teach Mathematics. The chosen investigation scenario is the municipal public education system of Rondonopolis-MT. Eight teachers responsible for teaching Mathematics to the mentioned grades were invited to collaborate with the study. The curriculum and menus of disciplines related to the Math formation of the teacher of five Pedagogy courses of Mato Grosso were analyzed. Interpretative qualitative approaches were used as methodology framework, and also data collection, questionnaire, semistructured interview and documents analysis. As an aid to the reflection about the organization of the Pedagogy course we have Bissoli da Silva (2006), Libâneo (1998), Pimenta (1996), Franco (2008), Sheibe (2009), Gatti e Nunes (2008). When it comes to Math teaching we have as an aid to our discussions Skovmose (2001), Fiorentini (1995), Piaget (1990, 1988), Curi (2004). Finally, referring to teachers formation: Freire (1987, 1999), Veiga (2009), Kincheloe (1997), Contreras (2002), Peter Mclaren (1997), Giroux (1997), Gadotti (1995), Saviani (1991), Carvalho (2005), Nóvoa (1992, 2009), Paro (2008), Pinto (2000), Tardif (2002) e Shulman (1986, 1987 apud Montalvão e Mizukami 2002). The results of the research revealed the Mathematics teachers of the 1st and 2nd grades of Elementary School in this municipal public education system are not educators, even though the study seeks for educators. It also showed some gaps in the programs of initial formation of educators, especially in Mathematics. The teachers‟ conception about the teaching-learning process of Mathematics is, in the majority, according to the perspective of construction which gives more value to the process than to the product of math knowledge production. The faced challenges when teaching math to the first grades of Elementary School are related to the teacher formation and to the organization of school, and it essentially has a pedagogic nature: the insufficient appropriation of math contents to be taught, evaluation and teaching strategy to be chosen for teaching heterogeneous classes due to learning levels, and the problem of students learning deficit. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-04-18 2012-02-14 2019-04-03T13:20:18Z 2019-04-03T13:20:18Z |
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 |
LIMA, Simone Marques. A formação do pedagogo e o ensino da matemática nos anos iniciais do ensino fundamental. 2011. 212 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2011. http://ri.ufmt.br/handle/1/981 |
identifier_str_mv |
LIMA, Simone Marques. A formação do pedagogo e o ensino da matemática nos anos iniciais do ensino fundamental. 2011. 212 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2011. |
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http://ri.ufmt.br/handle/1/981 |
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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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