THE PLACE OF CULTURE IN THE CNE/CP 2/2015 NORMATIVE AND IN THE CURRICULUM OF INITIAL EDUCATION FOR TEACHERS WHO TEACH MATHEMATICS

Detalhes bibliográficos
Autor(a) principal: Costa, Rodrigo Tadeu Pereira
Data de Publicação: 2021
Outros Autores: de Oliveira, Cristiane Coppe
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Sergipana de Matemática e Educação Matemática
Texto Completo: https://seer.ufs.br/index.php/ReviSe/article/view/15832
Resumo: This article is a qualitative research of the document type, in which the Pedagogical Projects of Degree courses in Mathematics and Pedagogy that have research groups that include the word "Ethnomathematics" in the group's name were selected and analyzed. The aim is to investigate the place of culture in the curriculum of the initial education of the teacher who teaches Mathematics in Brazil. The theoretical ground chosen for the search/refinement of the data collected was the cultural discussions based on Geertz (2008) and D'Ambrosio (2005), as well as the documents that guide the education of teachers in Brazil, especially the opinion CNE/CP 2/2015, which established the National Curricular Guidelines for the Initial and Continued of Basic Education Teaching Professionals. It was verified that there are few cultural discussions in the undergraduate courses in Mathematics investigated when compared to the undergraduate courses in Pedagogy analyzed and that the courses with the Pedagogical Project restructured after the CNE/CP 2/2015 opinion present a bigger emphasis on cultural discussions when compared to those that had not carried out the reformulation.
id UFS-6_5572c5bb5248f80b2f3e0cf4dc45b2e0
oai_identifier_str oai:ojs.seer.ufs.br:article/15832
network_acronym_str UFS-6
network_name_str Revista Sergipana de Matemática e Educação Matemática
repository_id_str
spelling THE PLACE OF CULTURE IN THE CNE/CP 2/2015 NORMATIVE AND IN THE CURRICULUM OF INITIAL EDUCATION FOR TEACHERS WHO TEACH MATHEMATICSO LOCAL DA CULTURA NO PARECER CNE/CP 2/2015 E NO CURRÍCULO DA FORMAÇÃO INICIAL DE PROFESSORES E PROFESSORAS QUE ENSINAM MATEMÁTICAThis article is a qualitative research of the document type, in which the Pedagogical Projects of Degree courses in Mathematics and Pedagogy that have research groups that include the word "Ethnomathematics" in the group's name were selected and analyzed. The aim is to investigate the place of culture in the curriculum of the initial education of the teacher who teaches Mathematics in Brazil. The theoretical ground chosen for the search/refinement of the data collected was the cultural discussions based on Geertz (2008) and D'Ambrosio (2005), as well as the documents that guide the education of teachers in Brazil, especially the opinion CNE/CP 2/2015, which established the National Curricular Guidelines for the Initial and Continued of Basic Education Teaching Professionals. It was verified that there are few cultural discussions in the undergraduate courses in Mathematics investigated when compared to the undergraduate courses in Pedagogy analyzed and that the courses with the Pedagogical Project restructured after the CNE/CP 2/2015 opinion present a bigger emphasis on cultural discussions when compared to those that had not carried out the reformulation.Este texto trata-se de uma pesquisa qualitativa do tipo documental, na qual foram selecionados e analisados os Projetos Pedagógicos de cursos de Licenciatura em Matemática e Pedagogia que possuem grupos de pesquisa que assumem a palavra “Etnomatemática” no nome do grupo. Objetiva-se investigar o local da cultura no currículo da formação inicial do professor e da professora que ensinam Matemática no Brasil. O solo teórico escolhido para a busca/refinamento dos dados coletados foram as discussões culturais a partir de Geertz (2008) e D’Ambrosio (2005), bem como os documentos que norteiam a formação de professores e professoras no Brasil, especialmente o parecer CNE/CP 2/2015, que instituiu as Diretrizes Curriculares Nacionais para a Formação Inicial e Continuada dos Profissionais do Magistério da Educação Básica. Verificou-se que são poucas as discussões culturais nos cursos de Licenciatura em Matemática investigados, quando comparadas com os cursos de Licenciaturas em Pedagogia analisados, e que os cursos com o Projeto Pedagógico reestruturado após o parecer CNE/CP 2/2015 apresentam uma maior ênfase nas discussões culturais, quando comparados com aqueles que não haviam realizado a reformulação. Universidade Federal de Sergipe2021-11-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufs.br/index.php/ReviSe/article/view/1583210.34179/revisem.v6i3.15832Revista Sergipana de Matemática e Educação Matemática; v. 6 n. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 149-167Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 149-167Revista Sergipana de Matemática e Educação Matemática; Vol. 6 Núm. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 149-167Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 149-1672525-5444reponame:Revista Sergipana de Matemática e Educação Matemáticainstname:Universidade Federal de Sergipe (UFS)instacron:UFSporhttps://seer.ufs.br/index.php/ReviSe/article/view/15832/12319Copyright (c) 2021 RODRIGO TADEU PEREIRA COSTAhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessCosta, Rodrigo Tadeu Pereirade Oliveira, Cristiane Coppe 2021-11-19T15:13:10Zoai:ojs.seer.ufs.br:article/15832Revistahttps://seer.ufs.br/index.php/ReviSe/oai2525-54442525-5444opendoar:2021-11-19T15:13:10Revista Sergipana de Matemática e Educação Matemática - Universidade Federal de Sergipe (UFS)false
dc.title.none.fl_str_mv THE PLACE OF CULTURE IN THE CNE/CP 2/2015 NORMATIVE AND IN THE CURRICULUM OF INITIAL EDUCATION FOR TEACHERS WHO TEACH MATHEMATICS
O LOCAL DA CULTURA NO PARECER CNE/CP 2/2015 E NO CURRÍCULO DA FORMAÇÃO INICIAL DE PROFESSORES E PROFESSORAS QUE ENSINAM MATEMÁTICA
title THE PLACE OF CULTURE IN THE CNE/CP 2/2015 NORMATIVE AND IN THE CURRICULUM OF INITIAL EDUCATION FOR TEACHERS WHO TEACH MATHEMATICS
spellingShingle THE PLACE OF CULTURE IN THE CNE/CP 2/2015 NORMATIVE AND IN THE CURRICULUM OF INITIAL EDUCATION FOR TEACHERS WHO TEACH MATHEMATICS
Costa, Rodrigo Tadeu Pereira
title_short THE PLACE OF CULTURE IN THE CNE/CP 2/2015 NORMATIVE AND IN THE CURRICULUM OF INITIAL EDUCATION FOR TEACHERS WHO TEACH MATHEMATICS
title_full THE PLACE OF CULTURE IN THE CNE/CP 2/2015 NORMATIVE AND IN THE CURRICULUM OF INITIAL EDUCATION FOR TEACHERS WHO TEACH MATHEMATICS
title_fullStr THE PLACE OF CULTURE IN THE CNE/CP 2/2015 NORMATIVE AND IN THE CURRICULUM OF INITIAL EDUCATION FOR TEACHERS WHO TEACH MATHEMATICS
title_full_unstemmed THE PLACE OF CULTURE IN THE CNE/CP 2/2015 NORMATIVE AND IN THE CURRICULUM OF INITIAL EDUCATION FOR TEACHERS WHO TEACH MATHEMATICS
title_sort THE PLACE OF CULTURE IN THE CNE/CP 2/2015 NORMATIVE AND IN THE CURRICULUM OF INITIAL EDUCATION FOR TEACHERS WHO TEACH MATHEMATICS
author Costa, Rodrigo Tadeu Pereira
author_facet Costa, Rodrigo Tadeu Pereira
de Oliveira, Cristiane Coppe
author_role author
author2 de Oliveira, Cristiane Coppe
author2_role author
dc.contributor.author.fl_str_mv Costa, Rodrigo Tadeu Pereira
de Oliveira, Cristiane Coppe
description This article is a qualitative research of the document type, in which the Pedagogical Projects of Degree courses in Mathematics and Pedagogy that have research groups that include the word "Ethnomathematics" in the group's name were selected and analyzed. The aim is to investigate the place of culture in the curriculum of the initial education of the teacher who teaches Mathematics in Brazil. The theoretical ground chosen for the search/refinement of the data collected was the cultural discussions based on Geertz (2008) and D'Ambrosio (2005), as well as the documents that guide the education of teachers in Brazil, especially the opinion CNE/CP 2/2015, which established the National Curricular Guidelines for the Initial and Continued of Basic Education Teaching Professionals. It was verified that there are few cultural discussions in the undergraduate courses in Mathematics investigated when compared to the undergraduate courses in Pedagogy analyzed and that the courses with the Pedagogical Project restructured after the CNE/CP 2/2015 opinion present a bigger emphasis on cultural discussions when compared to those that had not carried out the reformulation.
publishDate 2021
dc.date.none.fl_str_mv 2021-11-19
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufs.br/index.php/ReviSe/article/view/15832
10.34179/revisem.v6i3.15832
url https://seer.ufs.br/index.php/ReviSe/article/view/15832
identifier_str_mv 10.34179/revisem.v6i3.15832
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufs.br/index.php/ReviSe/article/view/15832/12319
dc.rights.driver.fl_str_mv Copyright (c) 2021 RODRIGO TADEU PEREIRA COSTA
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 RODRIGO TADEU PEREIRA COSTA
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Sergipe
publisher.none.fl_str_mv Universidade Federal de Sergipe
dc.source.none.fl_str_mv Revista Sergipana de Matemática e Educação Matemática; v. 6 n. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 149-167
Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 149-167
Revista Sergipana de Matemática e Educação Matemática; Vol. 6 Núm. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 149-167
Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 149-167
2525-5444
reponame:Revista Sergipana de Matemática e Educação Matemática
instname:Universidade Federal de Sergipe (UFS)
instacron:UFS
instname_str Universidade Federal de Sergipe (UFS)
instacron_str UFS
institution UFS
reponame_str Revista Sergipana de Matemática e Educação Matemática
collection Revista Sergipana de Matemática e Educação Matemática
repository.name.fl_str_mv Revista Sergipana de Matemática e Educação Matemática - Universidade Federal de Sergipe (UFS)
repository.mail.fl_str_mv
_version_ 1754644461142409216

Registros relacionados