Narrativas e aprendizagens da docência na licenciatura em matemática da UNEMAT/Sinop : uma experiência no estágio supervisionado

• Autor(a) principal: Troian, Thiélide Verônica da Silva Pavanelli
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/3398
• topic: Formação inicial; Estágio curricular supervisionado; Educação matemática; Narrativas docentes; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Initial formation; Supervised internship; Training memorials; Educational narratives

The present study is a part of the search area that intend to understand the teachers professional development . Among the researches that aim to teacher’s thinking is the initial training as an investigative context. Based on the assumption that during the Supervised Curricular Stage, learning for teaching is constructed and the use of narratives, by allowing reflections on their practices, shows itself as an auxiliary resource of this construction, structured from the central question: what do the narratives of the licenciandos in Mathematics, produced during the Supervised Curricular Internship, about their learning for teaching? The narratives, produced as training memorial, trace the autobiographical method and life histories narrated from the perspective of the writer. The theoretical presuppositions that give support to the investigation refers to the studies about initial formation of mathematics teachers and to the construction of the learning for the teaching based on the discussion about the teachers knowledge necessary to the educational practice. The Supervised Curricular Stage as an institutionalized space of the first learning for teaching is notable. The methodological assumptions that guide this research are found in the methodological substrate of (auto) biographical narratives. The Training Memorials produced by two groups of Mathematics graduates over five academic semesters are the investigative instruments. The interpretive possibilities are based on the analysis of the narratives produced by these graduating reveal that they consider the Supervised Curricular Stage as an important space for the construction of the learning for the teaching and of their teachers identities . They also reveal the formative fragility thatthe mathematics course offers in relation to the conception of teacherformation that they experienced throughout the course.