PIBID I/UFPel: oficinas pedagógicas que contribuíram para a autorregulação da aprendizagem e formação docente das bolsistas de matemática

Detalhes bibliográficos
Autor(a) principal: Pranke, Amanda
Data de Publicação: 2012
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFPel - Guaiaca
Texto Completo: http://guaiaca.ufpel.edu.br/handle/123456789/1631
Resumo: This study aimed to analyze whether the workshops carried out in Institutional Scholarship Project Initiation to Teaching PIBID,the degree course in math, Federal University of Pelotas promoted selfregulation of learning and teaching of math scholarships, stimulating and describing their processes of learning and teaching. We conducted a qualitative research case study to analyze the contributions that this Project made in relation to the training of future teachers. The PIBID has the objective to support the training of undergraduate students. The PIBID I was developed by scholarship holders physics, biology, chemistry and mathematics, supervisor teachers (teachers in schools) and coordinators teachers (teachers in UFPel) in four public schools high school in the city of Pelotas/RS, in which were performed activities, tutoring, workshops and an interdisciplinary project. This research investigated the workshops developed by scholarships of math course that worked in Project, specifically in one of the schools involved. We analyze the work done in math workshops supported in the construct of selfregulation of learning, understood as a process that encourages individuals to create goals and develop learning strategies to achieve the desired goals. Starting from the workshops held in PIBID I, the research objectives were to analyze the planning, the implementation of these workshops and evaluate them; investigate whether the math scholarship holders by developing the workshops, invest in selfregulatory strategies in order to qualify their processes learning and teaching; identify whether the workshops contributed to enhance the processes of training and selftraining of math scholarship holders and investigate whether math workshops contributed to the promotion of the learning of the students. Data collection was conducted through document analysis performed from the project and the report of math workshops carried out and semistructured interviews conducted with three of the scholarship holders who developed the math workshops and with three students who attended them. The data were subjected to content analysis and it emerged the following categories: a) Selfregulate learning to qualify to teach: collaborative strategies undertaken in math workshops, b) Selfregulate learning to qualify to teach: a reflexive process of formation/selftraining experienced in math workshops. Analyzed the data, we infer that the scholarship holders developed collaborative actions, organized learning strategies, selfregulatory skills acquired to carry out the planning, implementation and evaluation of math workshops. The analysis showed that the scholarship holders went through a process of reflection on the practice developed, which helped stimulate the students' desire to study mathematics. We conclude that the PIBID I described the initial training of scholarship holders math enabling them to take responsibility for learning to teach.
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spelling http://lattes.cnpq.br/8925293064700979http://lattes.cnpq.br/3997773314507845Damiani, Magda Florianahttp://lattes.cnpq.br/9565345581329474Frison, Lourdes Maria BragagnoloPranke, Amanda2014-08-20T13:47:51Z2014-01-022014-08-20T13:47:51Z2012-10-23PRANKE, Amanda. PIBID I/UFPel: oficinas pedagógicas que contribuíram para a autorregulação da aprendizagem e formação docente das bolsistas de matemática. 2012. 136 f. Dissertação (Mestrado em Educação) - Faculdade de Educação, Universidade Federal de Pelotas, Pelotas, 2012.http://guaiaca.ufpel.edu.br/handle/123456789/1631This study aimed to analyze whether the workshops carried out in Institutional Scholarship Project Initiation to Teaching PIBID,the degree course in math, Federal University of Pelotas promoted selfregulation of learning and teaching of math scholarships, stimulating and describing their processes of learning and teaching. We conducted a qualitative research case study to analyze the contributions that this Project made in relation to the training of future teachers. The PIBID has the objective to support the training of undergraduate students. The PIBID I was developed by scholarship holders physics, biology, chemistry and mathematics, supervisor teachers (teachers in schools) and coordinators teachers (teachers in UFPel) in four public schools high school in the city of Pelotas/RS, in which were performed activities, tutoring, workshops and an interdisciplinary project. This research investigated the workshops developed by scholarships of math course that worked in Project, specifically in one of the schools involved. We analyze the work done in math workshops supported in the construct of selfregulation of learning, understood as a process that encourages individuals to create goals and develop learning strategies to achieve the desired goals. Starting from the workshops held in PIBID I, the research objectives were to analyze the planning, the implementation of these workshops and evaluate them; investigate whether the math scholarship holders by developing the workshops, invest in selfregulatory strategies in order to qualify their processes learning and teaching; identify whether the workshops contributed to enhance the processes of training and selftraining of math scholarship holders and investigate whether math workshops contributed to the promotion of the learning of the students. Data collection was conducted through document analysis performed from the project and the report of math workshops carried out and semistructured interviews conducted with three of the scholarship holders who developed the math workshops and with three students who attended them. The data were subjected to content analysis and it emerged the following categories: a) Selfregulate learning to qualify to teach: collaborative strategies undertaken in math workshops, b) Selfregulate learning to qualify to teach: a reflexive process of formation/selftraining experienced in math workshops. Analyzed the data, we infer that the scholarship holders developed collaborative actions, organized learning strategies, selfregulatory skills acquired to carry out the planning, implementation and evaluation of math workshops. The analysis showed that the scholarship holders went through a process of reflection on the practice developed, which helped stimulate the students' desire to study mathematics. We conclude that the PIBID I described the initial training of scholarship holders math enabling them to take responsibility for learning to teach.A presente pesquisa teve como objetivo analisar se as oficinas desenvolvidas no Projeto Institucional de Bolsa de Iniciação à Docência PIBID, do curso de licenciatura em matemática, da Universidade Federal de Pelotas promoveram a autorregulação da aprendizagem e a formação docente das bolsistas de matemática, estimulando e qualificando os seus processos de aprender e ensinar. Foi realizada uma pesquisa qualitativa do tipo estudo de caso, para analisar as contribuições que este Projeto fez em relação à formação inicial dos futuros docentes. O PIBID tem por objetivo apoiar a formação de alunos dos cursos de licenciatura. O PIBID I foi desenvolvido por bolsistas de física, biologia, química e matemática, professores supervisores (docentes nas escolas) e professores coordenadores (docentes na UFPel) em quatro escolas públicas estaduais de ensino médio da cidade de Pelotas/RS, nas quais foram realizadas atividades de monitorias, oficinas e um projeto interdisciplinar. Esta pesquisa investigou as oficinas desenvolvidas pelas bolsistas do curso de matemática que atuaram no Projeto, especificamente, em uma das escolas envolvidas. Analisamos o trabalho realizado nas oficinas de matemática apoiadas no construto da autorregulação da aprendizagem, entendida como um processo que estimula os sujeitos a criarem objetivos e a desenvolverem estratégias de aprendizagem para alcançarem as metas pretendidas. Partindo das oficinas realizadas no PIBID I, os objetivos da pesquisa foram: analisar o planejamento, a execução dessas oficinas e avaliálas; investigar se as bolsistas de matemática, ao desenvolverem as oficinas, investiram em estratégias autorregulatórias de modo a qualificar os seus processos de aprender e ensinar; identificar se as oficinas contribuíram para potencializar os processos de formação e autoformação das bolsistas de matemática e investigar se as oficinas de matemática contribuíram para a promoção das aprendizagens dos alunos da escola. A coleta de dados foi desenvolvida através da análise documental realizada a partir do projeto e do relatório das oficinas de matemática desenvolvidas e de entrevistas semiestruturadas realizadas com três das bolsistas de matemática que desenvolveram as oficinas e com três alunos que delas participaram. Os dados foram submetidos à análise de conteúdo e dela emergiram as seguintes categorias: a) Autorregular o aprender para qualificar o ensinar: estratégias colaborativas realizadas em oficinas de matemática; b) Autorregular o aprender para qualificar o ensinar: um processo reflexivo de formação/autoformação vivenciado em oficinas de matemática. Dos dados analisados, inferimos que as bolsistas desenvolveram ações colaborativas, organizaram estratégias de aprendizagem, adquiriram competências autorregulatórias para a realização do planejamento, da execução e da avaliação das oficinas de matemática. A análise mostrou que as bolsistas passaram por um processo de reflexão sobre a prática desenvolvida, o que contribuiu para estimular nos alunos a vontade de estudar matemática. Concluímos que o PIBID I qualificou a formação inicial das bolsistas de matemática possibilitandolhes assumir a responsabilidade de aprender para ensinar.application/pdfporUniversidade Federal de PelotasPrograma de Pós-Graduação em EducaçãoUFPelBREducaçãoPIBID I/UFPelOficinas de matemáticaAutorregulação da aprendizagemFormação docentePIBID I/UFPelMath workshopsSelf regulation of learningTeacher trainingCNPQ::CIENCIAS HUMANAS::EDUCACAOPIBID I/UFPel: oficinas pedagógicas que contribuíram para a autorregulação da aprendizagem e formação docente das bolsistas de matemáticaPIBID I/UFPel: educational workshops that contributed to the selfregulation of learning and teacher training of scholarship mathinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFPel - Guaiacainstname:Universidade Federal de Pelotas (UFPEL)instacron:UFPELORIGINALAmanda Pranke_Dissertacao.pdfapplication/pdf1066698http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1631/1/Amanda%20Pranke_Dissertacao.pdf63cd4e81835e71191d3a7fe28e66fadbMD51open accessTEXTAmanda Pranke_Dissertacao.pdf.txtAmanda Pranke_Dissertacao.pdf.txtExtracted Texttext/plain314202http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1631/2/Amanda%20Pranke_Dissertacao.pdf.txt96a2fd6ee714269a8ddbf8899416454aMD52open accessTHUMBNAILAmanda Pranke_Dissertacao.pdf.jpgAmanda Pranke_Dissertacao.pdf.jpgGenerated Thumbnailimage/jpeg1527http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1631/3/Amanda%20Pranke_Dissertacao.pdf.jpg8d4563b7473f5d4bb98231070a89e405MD53open access123456789/16312021-12-03 11:54:40.187open accessoai:guaiaca.ufpel.edu.br:123456789/1631Repositório InstitucionalPUBhttp://repositorio.ufpel.edu.br/oai/requestrippel@ufpel.edu.br || repositorio@ufpel.edu.br || aline.batista@ufpel.edu.bropendoar:2021-12-03T14:54:40Repositório Institucional da UFPel - Guaiaca - Universidade Federal de Pelotas (UFPEL)false
dc.title.por.fl_str_mv PIBID I/UFPel: oficinas pedagógicas que contribuíram para a autorregulação da aprendizagem e formação docente das bolsistas de matemática
dc.title.alternative.eng.fl_str_mv PIBID I/UFPel: educational workshops that contributed to the selfregulation of learning and teacher training of scholarship math
title PIBID I/UFPel: oficinas pedagógicas que contribuíram para a autorregulação da aprendizagem e formação docente das bolsistas de matemática
spellingShingle PIBID I/UFPel: oficinas pedagógicas que contribuíram para a autorregulação da aprendizagem e formação docente das bolsistas de matemática
Pranke, Amanda
PIBID I/UFPel
Oficinas de matemática
Autorregulação da aprendizagem
Formação docente
PIBID I/UFPel
Math workshops
Self regulation of learning
Teacher training
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short PIBID I/UFPel: oficinas pedagógicas que contribuíram para a autorregulação da aprendizagem e formação docente das bolsistas de matemática
title_full PIBID I/UFPel: oficinas pedagógicas que contribuíram para a autorregulação da aprendizagem e formação docente das bolsistas de matemática
title_fullStr PIBID I/UFPel: oficinas pedagógicas que contribuíram para a autorregulação da aprendizagem e formação docente das bolsistas de matemática
title_full_unstemmed PIBID I/UFPel: oficinas pedagógicas que contribuíram para a autorregulação da aprendizagem e formação docente das bolsistas de matemática
title_sort PIBID I/UFPel: oficinas pedagógicas que contribuíram para a autorregulação da aprendizagem e formação docente das bolsistas de matemática
author Pranke, Amanda
author_facet Pranke, Amanda
author_role author
dc.contributor.authorLattes.por.fl_str_mv http://lattes.cnpq.br/8925293064700979
dc.contributor.advisorLattes.por.fl_str_mv http://lattes.cnpq.br/3997773314507845
dc.contributor.referees1.pt_BR.fl_str_mv Damiani, Magda Floriana
dc.contributor.referees1ID.por.fl_str_mv
dc.contributor.referees1Lattes.por.fl_str_mv http://lattes.cnpq.br/9565345581329474
dc.contributor.advisor1.fl_str_mv Frison, Lourdes Maria Bragagnolo
dc.contributor.author.fl_str_mv Pranke, Amanda
contributor_str_mv Frison, Lourdes Maria Bragagnolo
dc.subject.por.fl_str_mv PIBID I/UFPel
Oficinas de matemática
Autorregulação da aprendizagem
Formação docente
topic PIBID I/UFPel
Oficinas de matemática
Autorregulação da aprendizagem
Formação docente
PIBID I/UFPel
Math workshops
Self regulation of learning
Teacher training
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv PIBID I/UFPel
Math workshops
Self regulation of learning
Teacher training
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description This study aimed to analyze whether the workshops carried out in Institutional Scholarship Project Initiation to Teaching PIBID,the degree course in math, Federal University of Pelotas promoted selfregulation of learning and teaching of math scholarships, stimulating and describing their processes of learning and teaching. We conducted a qualitative research case study to analyze the contributions that this Project made in relation to the training of future teachers. The PIBID has the objective to support the training of undergraduate students. The PIBID I was developed by scholarship holders physics, biology, chemistry and mathematics, supervisor teachers (teachers in schools) and coordinators teachers (teachers in UFPel) in four public schools high school in the city of Pelotas/RS, in which were performed activities, tutoring, workshops and an interdisciplinary project. This research investigated the workshops developed by scholarships of math course that worked in Project, specifically in one of the schools involved. We analyze the work done in math workshops supported in the construct of selfregulation of learning, understood as a process that encourages individuals to create goals and develop learning strategies to achieve the desired goals. Starting from the workshops held in PIBID I, the research objectives were to analyze the planning, the implementation of these workshops and evaluate them; investigate whether the math scholarship holders by developing the workshops, invest in selfregulatory strategies in order to qualify their processes learning and teaching; identify whether the workshops contributed to enhance the processes of training and selftraining of math scholarship holders and investigate whether math workshops contributed to the promotion of the learning of the students. Data collection was conducted through document analysis performed from the project and the report of math workshops carried out and semistructured interviews conducted with three of the scholarship holders who developed the math workshops and with three students who attended them. The data were subjected to content analysis and it emerged the following categories: a) Selfregulate learning to qualify to teach: collaborative strategies undertaken in math workshops, b) Selfregulate learning to qualify to teach: a reflexive process of formation/selftraining experienced in math workshops. Analyzed the data, we infer that the scholarship holders developed collaborative actions, organized learning strategies, selfregulatory skills acquired to carry out the planning, implementation and evaluation of math workshops. The analysis showed that the scholarship holders went through a process of reflection on the practice developed, which helped stimulate the students' desire to study mathematics. We conclude that the PIBID I described the initial training of scholarship holders math enabling them to take responsibility for learning to teach.
publishDate 2012
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dc.date.accessioned.fl_str_mv 2014-08-20T13:47:51Z
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identifier_str_mv PRANKE, Amanda. PIBID I/UFPel: oficinas pedagógicas que contribuíram para a autorregulação da aprendizagem e formação docente das bolsistas de matemática. 2012. 136 f. Dissertação (Mestrado em Educação) - Faculdade de Educação, Universidade Federal de Pelotas, Pelotas, 2012.
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