Constituição dos saberes docentes de formadores de professores de matemática

Detalhes bibliográficos
Autor(a) principal: SOARES, Narciso das Neves
Data de Publicação: 2006
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFPA
Texto Completo: http://www.repositorio.ufpa.br:8080/jspui/handle/2011/1855
Resumo: The objective of this research is to understand how Mathematics teachers instructors, during their formation and professional development, constitute, make and remake, facing the challenges of the teaching practice in college degree level, their teaching knowledge. The subjects of the research are teachers who work as teachers instructors in the graduation degree course of Mathematics of the Federal University of Pará (UFPA), placed in the south and southeast university Campi of Pará. The production of material for analysis was held through interviews, which have been recorded and in which one sought for information with five Mathematics teachers makers, all of them graduated by the Federal University of Pará. Three of these teachers work in specific disciplines of mathematics and the other two in pedagogic disciplines. The analysis of the professional formation of the instructors was developed by taking into account their formation starting from their family atmosphere, their passage by the Elementary and High School Teaching, their graduation and to their post graduation, and even considering the challenges and difficulties of the teaching practice lived by them, in order to constitute their teaching identity. Three were the analysis axis: a) the initial and continual formation of the teacher; b) perceptions and reflections concerning the degree course in Mathematics of the CSSP; c) the way how it conceives, produces and develops their teaching work, and how these processes have contributed to the construction of their teaching knowledge. The results of the research indicate that, among other aspects, during the formation process and professional development, the construction of knowledge of the instructor is characterized by a period of intensive learning which combines with what the literature says about the reality shock, being marked by challenges, anguishes and dilemmas, but, also, by satisfaction feelings, responsibility and happiness. The analysis of the speeches of the teachers instructors reveals to us how their acquired knowledge is mobilized along the life, especially during their teaching practice; and they evidence that despite the fact that the teachers notice that it is in the pedagogic action that they learn and continue to learn how to be teachers, and they also recognize that the academic formation has been fundamental and it constitutes a differential one in the process of their professional constitution.
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spelling 2011-03-23T21:19:37Z2011-03-23T21:19:37Z2006-06-07SOARES, Narciso das Neves. Constituição dos saberes docentes de formadores de professores de matemática. 2006. 163 f. Dissertação (Mestrado) - Universidade Federal do Pará, Núcleo Pedagógico de Apoio ao Desenvolvimento Científico, Belém, 2006. Programa de Pós-Graduação em Educação em Ciências e Matemáticas.http://www.repositorio.ufpa.br:8080/jspui/handle/2011/1855The objective of this research is to understand how Mathematics teachers instructors, during their formation and professional development, constitute, make and remake, facing the challenges of the teaching practice in college degree level, their teaching knowledge. The subjects of the research are teachers who work as teachers instructors in the graduation degree course of Mathematics of the Federal University of Pará (UFPA), placed in the south and southeast university Campi of Pará. The production of material for analysis was held through interviews, which have been recorded and in which one sought for information with five Mathematics teachers makers, all of them graduated by the Federal University of Pará. Three of these teachers work in specific disciplines of mathematics and the other two in pedagogic disciplines. The analysis of the professional formation of the instructors was developed by taking into account their formation starting from their family atmosphere, their passage by the Elementary and High School Teaching, their graduation and to their post graduation, and even considering the challenges and difficulties of the teaching practice lived by them, in order to constitute their teaching identity. Three were the analysis axis: a) the initial and continual formation of the teacher; b) perceptions and reflections concerning the degree course in Mathematics of the CSSP; c) the way how it conceives, produces and develops their teaching work, and how these processes have contributed to the construction of their teaching knowledge. The results of the research indicate that, among other aspects, during the formation process and professional development, the construction of knowledge of the instructor is characterized by a period of intensive learning which combines with what the literature says about the reality shock, being marked by challenges, anguishes and dilemmas, but, also, by satisfaction feelings, responsibility and happiness. The analysis of the speeches of the teachers instructors reveals to us how their acquired knowledge is mobilized along the life, especially during their teaching practice; and they evidence that despite the fact that the teachers notice that it is in the pedagogic action that they learn and continue to learn how to be teachers, and they also recognize that the academic formation has been fundamental and it constitutes a differential one in the process of their professional constitution.O objetivo desta pesquisa é compreender como os formadores de professores de Matemática, ao longo de sua formação e desenvolvimento profissional, constituem, elaboram e reelaboram, diante dos desafios da prática docente no nível superior, os seus saberes docentes. Os sujeitos da pesquisa são professores que atuam como formadores de professores no curso de matemática da UFPA, lotados no Campus Universitário do Sul e Sudeste do Pará. A produção de material de análise foi realizada através de entrevistas que foram gravadas, nas quais buscou-se informações junto a cinco formadores de professores de matemática, todos formados pela UFPA. Três desses formadores atuam nas disciplinas específicas de matemática e dois atuam nas disciplinas pedagógicas. A análise da formação profissional dos formadores foi desenvolvida levando em consideração sua formação a partir de seu ambiente familiar, sua passagem pelo Ensino Fundamental e Médio, sua graduação e pós-graduação, considerando ainda os desafios e dificuldades do trabalho docente vivenciados por eles para constituírem sua identidade docente. Três foram os eixos de análise: a) a formação inicial e continuada do formador; b) percepções e reflexões acerca do curso de licenciatura em matemática do CSSP; c) o modo como concebe, produz e desenvolve seu trabalho docente, e como esses processos têm contribuído para a construção de seus saberes docentes. Os resultados da pesquisa indicam, entre outros aspectos, que ao longo do processo de formação e desenvolvimento profissional a construção dos saberes do formador é caracterizada por um período de intensas aprendizagens que coadunam com o que diz a literatura em relação ao choque de realidade, sendo marcada por desafios, angústias e dilemas, mas, também, por sentimentos de satisfação, responsabilidade e alegrias. A análise das falas dos formadores de professores nos revelam como são mobilizados os saberes adquiridos ao longo da vida, especialmente durante a sua prática docente, e evidenciam que, apesar de os professores perceberem que é na ação pedagógica que eles aprendem e continuam aprendendo a ser professores, reconhecem que a formação acadêmica tem sido fundamental e constitui um diferencial no processo de constituição profissional.Universidade Federal do ParáPrograma de Pós-Graduação em Educação em Ciências e MatemáticasUFPABrasilInstituto de Educação Matemática e CientíficaCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEMFormação de professores de matemáticaMatemáticaConstituição dos saberes docentes de formadores de professores de matemáticaConstitution of knowing teachers to them of instructors of mathematics teachersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisGONÇALVES, Tadeu Oliverhttp://lattes.cnpq.br/6789250569319668http://lattes.cnpq.br/4171485954686374SOARES, Narciso das Nevesinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da UFPAinstname:Universidade Federal do Pará (UFPA)instacron:UFPAORIGINALDissertacao_ConstituicaoSaberesDocentes.pdfDissertacao_ConstituicaoSaberesDocentes.pdfapplication/pdf2297607http://repositorio.ufpa.br/oai/bitstream/2011/1855/1/Dissertacao_ConstituicaoSaberesDocentes.pdfb30b810d838b818eb73583451ccea65bMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-823930http://repositorio.ufpa.br/oai/bitstream/2011/1855/2/license_rdf6b71892b27c4389434057b8b0e86b43eMD52license_textlicense_texttext/html; charset=utf-823738http://repositorio.ufpa.br/oai/bitstream/2011/1855/3/license_text1a64b812a61c51c296c1ad647d0096a6MD53license_urllicense_urltext/plain; charset=utf-852http://repositorio.ufpa.br/oai/bitstream/2011/1855/4/license_url3d480ae6c91e310daba2020f8787d6f9MD54TEXTDissertacao_ConstituicaoSaberesDocentes.pdf.txtDissertacao_ConstituicaoSaberesDocentes.pdf.txtExtracted texttext/plain369935http://repositorio.ufpa.br/oai/bitstream/2011/1855/5/Dissertacao_ConstituicaoSaberesDocentes.pdf.txtfa61a657a5f2a5749fe8f64adfbd09b7MD552011/18552018-02-26 11:43:23.603oai:repositorio.ufpa.br:2011/1855Repositório InstitucionalPUBhttp://repositorio.ufpa.br/oai/requestriufpabc@ufpa.bropendoar:21232018-02-26T14:43:23Repositório Institucional da UFPA - Universidade Federal do Pará (UFPA)false
dc.title.none.fl_str_mv Constituição dos saberes docentes de formadores de professores de matemática
dc.title.alternative.none.fl_str_mv Constitution of knowing teachers to them of instructors of mathematics teachers
title Constituição dos saberes docentes de formadores de professores de matemática
spellingShingle Constituição dos saberes docentes de formadores de professores de matemática
SOARES, Narciso das Neves
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
Formação de professores de matemática
Matemática
title_short Constituição dos saberes docentes de formadores de professores de matemática
title_full Constituição dos saberes docentes de formadores de professores de matemática
title_fullStr Constituição dos saberes docentes de formadores de professores de matemática
title_full_unstemmed Constituição dos saberes docentes de formadores de professores de matemática
title_sort Constituição dos saberes docentes de formadores de professores de matemática
author SOARES, Narciso das Neves
author_facet SOARES, Narciso das Neves
author_role author
dc.contributor.advisor1.fl_str_mv GONÇALVES, Tadeu Oliver
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/6789250569319668
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/4171485954686374
dc.contributor.author.fl_str_mv SOARES, Narciso das Neves
contributor_str_mv GONÇALVES, Tadeu Oliver
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
topic CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
Formação de professores de matemática
Matemática
dc.subject.por.fl_str_mv Formação de professores de matemática
Matemática
description The objective of this research is to understand how Mathematics teachers instructors, during their formation and professional development, constitute, make and remake, facing the challenges of the teaching practice in college degree level, their teaching knowledge. The subjects of the research are teachers who work as teachers instructors in the graduation degree course of Mathematics of the Federal University of Pará (UFPA), placed in the south and southeast university Campi of Pará. The production of material for analysis was held through interviews, which have been recorded and in which one sought for information with five Mathematics teachers makers, all of them graduated by the Federal University of Pará. Three of these teachers work in specific disciplines of mathematics and the other two in pedagogic disciplines. The analysis of the professional formation of the instructors was developed by taking into account their formation starting from their family atmosphere, their passage by the Elementary and High School Teaching, their graduation and to their post graduation, and even considering the challenges and difficulties of the teaching practice lived by them, in order to constitute their teaching identity. Three were the analysis axis: a) the initial and continual formation of the teacher; b) perceptions and reflections concerning the degree course in Mathematics of the CSSP; c) the way how it conceives, produces and develops their teaching work, and how these processes have contributed to the construction of their teaching knowledge. The results of the research indicate that, among other aspects, during the formation process and professional development, the construction of knowledge of the instructor is characterized by a period of intensive learning which combines with what the literature says about the reality shock, being marked by challenges, anguishes and dilemmas, but, also, by satisfaction feelings, responsibility and happiness. The analysis of the speeches of the teachers instructors reveals to us how their acquired knowledge is mobilized along the life, especially during their teaching practice; and they evidence that despite the fact that the teachers notice that it is in the pedagogic action that they learn and continue to learn how to be teachers, and they also recognize that the academic formation has been fundamental and it constitutes a differential one in the process of their professional constitution.
publishDate 2006
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dc.identifier.uri.fl_str_mv http://www.repositorio.ufpa.br:8080/jspui/handle/2011/1855
identifier_str_mv SOARES, Narciso das Neves. Constituição dos saberes docentes de formadores de professores de matemática. 2006. 163 f. Dissertação (Mestrado) - Universidade Federal do Pará, Núcleo Pedagógico de Apoio ao Desenvolvimento Científico, Belém, 2006. Programa de Pós-Graduação em Educação em Ciências e Matemáticas.
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