Constitutive aspects of the pedagogical practices and teacher education in mathematical modeling
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Data de Publicação: | 2018 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Alexandria (Florianópolis) |
Texto Completo: | https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n2p85 |
Resumo: | This article refers to the formative aspects that constitute the pedagogical practices of the Basic Education teachers participating in a Continuing Training in Mathematical Modeling. Assumed from the phenomenological perspective, the research was established from the analysis of the speeches and actions of eleven teachers in two different contexts: the meetings of the formation and its classrooms. The results evidenced the multidimensionality of the process of constitution of teachers' pedagogical practices and revealed that their training needs may not be met by exclusively theoretical and generalist training strategies. In this sense, it is relevant that the pedagogical practices characteristic of teachers is considered as guiding, since they can provide indicatives of referrals that contribute to the adoption of Modeling. The idea is, therefore, that the approach to Modeling be initiated based on the reflection on the pedagogical practice of teachers and not only on theory. |
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Constitutive aspects of the pedagogical practices and teacher education in mathematical modelingAspectos que constituem práticas pedagógicas e a formação de professores em modelagem matemáticaThis article refers to the formative aspects that constitute the pedagogical practices of the Basic Education teachers participating in a Continuing Training in Mathematical Modeling. Assumed from the phenomenological perspective, the research was established from the analysis of the speeches and actions of eleven teachers in two different contexts: the meetings of the formation and its classrooms. The results evidenced the multidimensionality of the process of constitution of teachers' pedagogical practices and revealed that their training needs may not be met by exclusively theoretical and generalist training strategies. In this sense, it is relevant that the pedagogical practices characteristic of teachers is considered as guiding, since they can provide indicatives of referrals that contribute to the adoption of Modeling. The idea is, therefore, that the approach to Modeling be initiated based on the reflection on the pedagogical practice of teachers and not only on theory.O presente artigo refere-se aos aspectos formativos que constituem as práticas pedagógicas de professores da Educação Básica participantes de uma Formação Continuada em Modelagem Matemática. Assumida sob a perspectiva fenomenológica de investigação, a pesquisa foi estabelecida a partir da análise dos discursos e das ações de onze professores em dois distintos contextos: os encontros da referida Formação e suas salas de aula. Os resultados evidenciaram a multidimensionalidade do processo de constituição das práticas pedagógicas dos professores e revelaram que suas necessidades formativas podem não ser atendidas por estratégias de formação exclusivamente teóricas e generalistas. Nesse sentido, é relevante que as práticas pedagógicas características dos professores sejam consideradas como orientadoras, uma vez que podem fornecer indicativos de encaminhamentos que contribuam para a adoção da Modelagem. A ideia é, portanto, que a aproximação à Modelagem seja iniciada com base na reflexão acerca da prática pedagógica dos professores e não apenas da teoria.Universidade Federal de Santa Catarina2018-11-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n2p8510.5007/1982-5153.2018v11n2p85Alexandria: Revista de Educação em Ciência e Tecnologia; v. 11 n. 2 (2018); 85-1071982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n2p85/37896Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologiainfo:eu-repo/semantics/openAccessMutti, Gabriele de Sousa LinsKlüber, Tiago Emanuel2018-11-28T09:29:31Zoai:periodicos.ufsc.br:article/51734Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2018-11-28T09:29:31Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Constitutive aspects of the pedagogical practices and teacher education in mathematical modeling Aspectos que constituem práticas pedagógicas e a formação de professores em modelagem matemática |
title |
Constitutive aspects of the pedagogical practices and teacher education in mathematical modeling |
spellingShingle |
Constitutive aspects of the pedagogical practices and teacher education in mathematical modeling Mutti, Gabriele de Sousa Lins |
title_short |
Constitutive aspects of the pedagogical practices and teacher education in mathematical modeling |
title_full |
Constitutive aspects of the pedagogical practices and teacher education in mathematical modeling |
title_fullStr |
Constitutive aspects of the pedagogical practices and teacher education in mathematical modeling |
title_full_unstemmed |
Constitutive aspects of the pedagogical practices and teacher education in mathematical modeling |
title_sort |
Constitutive aspects of the pedagogical practices and teacher education in mathematical modeling |
author |
Mutti, Gabriele de Sousa Lins |
author_facet |
Mutti, Gabriele de Sousa Lins Klüber, Tiago Emanuel |
author_role |
author |
author2 |
Klüber, Tiago Emanuel |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Mutti, Gabriele de Sousa Lins Klüber, Tiago Emanuel |
description |
This article refers to the formative aspects that constitute the pedagogical practices of the Basic Education teachers participating in a Continuing Training in Mathematical Modeling. Assumed from the phenomenological perspective, the research was established from the analysis of the speeches and actions of eleven teachers in two different contexts: the meetings of the formation and its classrooms. The results evidenced the multidimensionality of the process of constitution of teachers' pedagogical practices and revealed that their training needs may not be met by exclusively theoretical and generalist training strategies. In this sense, it is relevant that the pedagogical practices characteristic of teachers is considered as guiding, since they can provide indicatives of referrals that contribute to the adoption of Modeling. The idea is, therefore, that the approach to Modeling be initiated based on the reflection on the pedagogical practice of teachers and not only on theory. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-11-28 |
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://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n2p85 10.5007/1982-5153.2018v11n2p85 |
url |
https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n2p85 |
identifier_str_mv |
10.5007/1982-5153.2018v11n2p85 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n2p85/37896 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologia info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologia |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
dc.source.none.fl_str_mv |
Alexandria: Revista de Educação em Ciência e Tecnologia; v. 11 n. 2 (2018); 85-107 1982-5153 reponame:Alexandria (Florianópolis) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Alexandria (Florianópolis) |
collection |
Alexandria (Florianópolis) |
repository.name.fl_str_mv |
Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
|
_version_ |
1808843264457965568 |