Do enredo à passarela da pesquisa : os saberes experienciais na docência em matemática
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/17041 |
Resumo: | In developing this thesis, I aimed to understand how experiential learning in mathematics teaching emerges narratively from training processes. Discussions start from the understanding that knowledge is lived in the dimension of uniqueness, of the specificities of events, generating a modified learning movement, structured and organized by what touches me in a unique way and what happens to me. That is why, from a theoretical and methodological point of view, the study I carried out was anchored in qualitative research because I believe that the subject and the formative reality are conceived as inseparable; and in the narrative research approach characterized by being a comprehensive/interpretive process of the narratives/experiences of the nine collaborators who work as high school mathematics teachers at the Federal Institute of Education, Science and Technology of Sertão Pernambucano. Based on this context and understanding the act of narrating as an act of knowledge, I proposed the reflective studio device. I weave the theoretical discussion from the historical process of training mathematics teachers and what was built as a result of this process based on training policies and teacher appreciation. By doing this movement, I realize that the relationships I establish with the world mark my way of thinking, acting and feeling teaching in my life, crossed by temporalities and formative experiences that I was able to experience throughout my teaching career. I explain the teacher-student relationship, from the perspective of everyday school life, assuming the idea that there is a latent production of experiences and experiences of teaching in Mathematics, which gives it forms and ways of conceiving how education is woven into the teaching of Mathematics. In this context, I defend the idea that the experiential learning of mathematics teaching is woven in the formative micro relationships that teachers develop by inhabiting the teaching profession in the school routine, producing knowledge, and lived experiences. I also point out that the experiences and knowledge are not directly linked to an explanation of the operational teaching of mathematics, but figure as ways of understanding how such experiences emerge from the relationship with the students. In addition, there is a clear concern on the part of teachers with the students' learning conditions and teaching that is articulated with the students' daily life and training needs. Finally, the thesis allows me to conclude that the formative triad of self, echo and heteroformation are central to the production of experiential learning by the mathematics teacher. |
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Vieira, André Ricardo LucasDias, Alfrancio FerreiraSilva, Fabrício Oliveira da2023-01-31T22:06:44Z2023-01-31T22:06:44Z2022-11-25VIEIRA, André Ricardo Lucas. Do enredo à passarela da pesquisa : os saberes experienciais na docência em matemática. 2022. 253 f. Tese (Doutorado em Educação) – Universidade Federal de Sergipe, São Cristóvão, 2022.http://ri.ufs.br/jspui/handle/riufs/17041In developing this thesis, I aimed to understand how experiential learning in mathematics teaching emerges narratively from training processes. Discussions start from the understanding that knowledge is lived in the dimension of uniqueness, of the specificities of events, generating a modified learning movement, structured and organized by what touches me in a unique way and what happens to me. That is why, from a theoretical and methodological point of view, the study I carried out was anchored in qualitative research because I believe that the subject and the formative reality are conceived as inseparable; and in the narrative research approach characterized by being a comprehensive/interpretive process of the narratives/experiences of the nine collaborators who work as high school mathematics teachers at the Federal Institute of Education, Science and Technology of Sertão Pernambucano. Based on this context and understanding the act of narrating as an act of knowledge, I proposed the reflective studio device. I weave the theoretical discussion from the historical process of training mathematics teachers and what was built as a result of this process based on training policies and teacher appreciation. By doing this movement, I realize that the relationships I establish with the world mark my way of thinking, acting and feeling teaching in my life, crossed by temporalities and formative experiences that I was able to experience throughout my teaching career. I explain the teacher-student relationship, from the perspective of everyday school life, assuming the idea that there is a latent production of experiences and experiences of teaching in Mathematics, which gives it forms and ways of conceiving how education is woven into the teaching of Mathematics. In this context, I defend the idea that the experiential learning of mathematics teaching is woven in the formative micro relationships that teachers develop by inhabiting the teaching profession in the school routine, producing knowledge, and lived experiences. I also point out that the experiences and knowledge are not directly linked to an explanation of the operational teaching of mathematics, but figure as ways of understanding how such experiences emerge from the relationship with the students. In addition, there is a clear concern on the part of teachers with the students' learning conditions and teaching that is articulated with the students' daily life and training needs. Finally, the thesis allows me to conclude that the formative triad of self, echo and heteroformation are central to the production of experiential learning by the mathematics teacher.Ao desenvolver esta tese, tive como objetivo compreender como as aprendizagens experienciais da docência em matemática emergem narrativamente dos processos de formação. As discussões partem da compreensão de que o saber é o vivido na dimensão da singularidade, das especificidades de acontecimentos, gerando um movimento de aprendizagem modificado, estruturado e organizado por aquilo que me toca de modo singular e que acontece comigo. Por isso que do ponto de vista teórico metodológico, o estudo que realizei ancorou-se na pesquisa qualitativa por acreditar que o sujeito e a realidade formativa são concebidos como indissociáveis; e na abordagem da pesquisa narrativa caracterizada por se tratar de um processo compreensivo/interpretativo das narrativas/experiências dos nove colaboradores que atuam como professores de matemática do Ensino Médio no Instituto Federal de Educação, Ciência e Tecnologia do Sertão Pernambucano. Baseando-me neste contexto e entendendo o ato de narrar como um ato de conhecimento propus o dispositivo ateliê reflexivo. Teço a discussão teórica a partir do processo histórico de formação de professores de matemática e o que se construiu em virtude desse processo baseado nas políticas de formação e valorização docente. Ao fazer esse movimento, percebo que as relações que estabeleço com o mundo marcam a minha forma de pensar, de agir e sentir a docência em minha vida, atravessada pelas temporalidades e experiências formativas que pude vivenciar ao longo da minha trajetória docente. Explicito a relação professor e aluno, na perspectiva do cotidiano escolar, assumindo a ideia de que há uma produção latente de vivências e experiências da docência em Matemática, que dá a ela formas e modos de conceber como a educação é tecida no ensino de Matemática. Neste contexto, defendo a ideia de que as aprendizagens experienciais da docência em matemática tecem-se nas micro relações formativas que os professores desenvolvem por habitar a profissão docente no cotidiano escolar, produzindo saberes e experiências do vivido. Aponto ainda que as experiências e saberes não estão diretamente ligados a uma explicitação do ensino operacional da matemática, mas figuram como formas de compreensão de como tais experiências emergem da relação com os estudantes. Para além disso, há uma clara preocupação dos professores com as condições de aprender dos estudantes e um ensino que esteja articulado ao cotidiano e às necessidades formativas dos alunos. Por fim, a tese me permite concluir, ainda, que a tríade formativa da auto, eco e heteroformação são centrais para a produção de aprendizagens experienciais do professor de matemática.São CristóvãoporEnsino de matemáticaAprendizagem ativaFormação de professoresAprendizagens experienciaisCotidiano escolarPesquisa narrativaExperiential learningTeacher trainingMathematics teachingSchool routineNarrative researchCIENCIAS HUMANAS::EDUCACAODo enredo à passarela da pesquisa : os saberes experienciais na docência em matemáticainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisPós-Graduação em EducaçãoUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessORIGINALANDRE_RICARDO_LUCAS_VIEIRA.pdfANDRE_RICARDO_LUCAS_VIEIRA.pdfapplication/pdf4626355https://ri.ufs.br/jspui/bitstream/riufs/17041/2/ANDRE_RICARDO_LUCAS_VIEIRA.pdfea79bbd74640ce85b75b4667d0c63cfdMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/17041/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51TEXTANDRE_RICARDO_LUCAS_VIEIRA.pdf.txtANDRE_RICARDO_LUCAS_VIEIRA.pdf.txtExtracted texttext/plain537838https://ri.ufs.br/jspui/bitstream/riufs/17041/3/ANDRE_RICARDO_LUCAS_VIEIRA.pdf.txt1f800c21ce2a38528b611b8570a9f68dMD53THUMBNAILANDRE_RICARDO_LUCAS_VIEIRA.pdf.jpgANDRE_RICARDO_LUCAS_VIEIRA.pdf.jpgGenerated Thumbnailimage/jpeg2330https://ri.ufs.br/jspui/bitstream/riufs/17041/4/ANDRE_RICARDO_LUCAS_VIEIRA.pdf.jpg0d1e214e85954ab6c932b24d98d09a6eMD54riufs/170412023-01-31 19:06:44.99oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2023-01-31T22:06:44Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Do enredo à passarela da pesquisa : os saberes experienciais na docência em matemática |
title |
Do enredo à passarela da pesquisa : os saberes experienciais na docência em matemática |
spellingShingle |
Do enredo à passarela da pesquisa : os saberes experienciais na docência em matemática Vieira, André Ricardo Lucas Ensino de matemática Aprendizagem ativa Formação de professores Aprendizagens experienciais Cotidiano escolar Pesquisa narrativa Experiential learning Teacher training Mathematics teaching School routine Narrative research CIENCIAS HUMANAS::EDUCACAO |
title_short |
Do enredo à passarela da pesquisa : os saberes experienciais na docência em matemática |
title_full |
Do enredo à passarela da pesquisa : os saberes experienciais na docência em matemática |
title_fullStr |
Do enredo à passarela da pesquisa : os saberes experienciais na docência em matemática |
title_full_unstemmed |
Do enredo à passarela da pesquisa : os saberes experienciais na docência em matemática |
title_sort |
Do enredo à passarela da pesquisa : os saberes experienciais na docência em matemática |
author |
Vieira, André Ricardo Lucas |
author_facet |
Vieira, André Ricardo Lucas |
author_role |
author |
dc.contributor.author.fl_str_mv |
Vieira, André Ricardo Lucas |
dc.contributor.advisor1.fl_str_mv |
Dias, Alfrancio Ferreira |
dc.contributor.advisor-co1.fl_str_mv |
Silva, Fabrício Oliveira da |
contributor_str_mv |
Dias, Alfrancio Ferreira Silva, Fabrício Oliveira da |
dc.subject.por.fl_str_mv |
Ensino de matemática Aprendizagem ativa Formação de professores Aprendizagens experienciais Cotidiano escolar Pesquisa narrativa |
topic |
Ensino de matemática Aprendizagem ativa Formação de professores Aprendizagens experienciais Cotidiano escolar Pesquisa narrativa Experiential learning Teacher training Mathematics teaching School routine Narrative research CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Experiential learning Teacher training Mathematics teaching School routine Narrative research |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
In developing this thesis, I aimed to understand how experiential learning in mathematics teaching emerges narratively from training processes. Discussions start from the understanding that knowledge is lived in the dimension of uniqueness, of the specificities of events, generating a modified learning movement, structured and organized by what touches me in a unique way and what happens to me. That is why, from a theoretical and methodological point of view, the study I carried out was anchored in qualitative research because I believe that the subject and the formative reality are conceived as inseparable; and in the narrative research approach characterized by being a comprehensive/interpretive process of the narratives/experiences of the nine collaborators who work as high school mathematics teachers at the Federal Institute of Education, Science and Technology of Sertão Pernambucano. Based on this context and understanding the act of narrating as an act of knowledge, I proposed the reflective studio device. I weave the theoretical discussion from the historical process of training mathematics teachers and what was built as a result of this process based on training policies and teacher appreciation. By doing this movement, I realize that the relationships I establish with the world mark my way of thinking, acting and feeling teaching in my life, crossed by temporalities and formative experiences that I was able to experience throughout my teaching career. I explain the teacher-student relationship, from the perspective of everyday school life, assuming the idea that there is a latent production of experiences and experiences of teaching in Mathematics, which gives it forms and ways of conceiving how education is woven into the teaching of Mathematics. In this context, I defend the idea that the experiential learning of mathematics teaching is woven in the formative micro relationships that teachers develop by inhabiting the teaching profession in the school routine, producing knowledge, and lived experiences. I also point out that the experiences and knowledge are not directly linked to an explanation of the operational teaching of mathematics, but figure as ways of understanding how such experiences emerge from the relationship with the students. In addition, there is a clear concern on the part of teachers with the students' learning conditions and teaching that is articulated with the students' daily life and training needs. Finally, the thesis allows me to conclude that the formative triad of self, echo and heteroformation are central to the production of experiential learning by the mathematics teacher. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-11-25 |
dc.date.accessioned.fl_str_mv |
2023-01-31T22:06:44Z |
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2023-01-31T22:06:44Z |
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doctoralThesis |
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dc.identifier.citation.fl_str_mv |
VIEIRA, André Ricardo Lucas. Do enredo à passarela da pesquisa : os saberes experienciais na docência em matemática. 2022. 253 f. Tese (Doutorado em Educação) – Universidade Federal de Sergipe, São Cristóvão, 2022. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/17041 |
identifier_str_mv |
VIEIRA, André Ricardo Lucas. Do enredo à passarela da pesquisa : os saberes experienciais na docência em matemática. 2022. 253 f. Tese (Doutorado em Educação) – Universidade Federal de Sergipe, São Cristóvão, 2022. |
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Pós-Graduação em Educação |
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