Futuros professores de matemática em aprendizagem para o ensino nos anos iniciais: contribuições de um espaço formativo
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/19352 |
Resumo: | The following dissertation is the result of a research project developed in collaboration with the Postgraduate in Mathematics Education and Physics Teaching program, of the Federal University of Santa Maria (UFSM), within the Group of Studies and Research in Mathematical Education (GEPEMat) and has as a investigated phenomenon the initial graduation stages of the mathematics teacher. The main objective of this research is to analyze the graduation path of future mathematics teachers when studying subjects of the early years; specifically, the content of the four basic operations. Given this, we sought to answer the following research question: what learnings occur when future math teachers put themselves in a path to study and reflect on the organization of teaching in the early years? To answer this question, the theoretical and methodological support of the Historical Cultural Theory (THC) was used, more specifically the Activity Theory (TA) and the Teaching Guiding Activity (AOE), since these theoretical aspects understand that the individual learns and appropriates knowledge through the different interrelationships that it establishes throughout life. To contemplate the researched phenomenon, an intentionally organized formative space was created, offered to undergraduate students of the Mathematics Course at the Federal University of Santa Maria (UFSM), through an extension course entitled “Learning Mathematics taught in the early years”. The discussions in this space focused on teaching the four operations. The formative meetings took place weekly throughout the second semester of 2018, totaling 22 meetings and with the participation of 7 academics. Data derived from this study was gathered through audio and video recordings, reflective sessions, field diary, activity record and a written report (initial and final). These data made it possible to list episodes in the perspective of Moura (2004) which, when systematized, resulted in four units of analysis (VIGOTSKY, 1991). They are: a) Initial motives and perceptions: which sought to know the needs that lead future teachers to seek a space of formation; b) Knowledge to teach: that was intended to understand the importance of the elements that constitute the act of teaching; c) The learning movement about the organization of education: which aimed to understand how the process of studying, planning and implementing actions occurs; d) The graduation space as a promoter of quality change: which aimed to observe to what extent a training space can contribute to new learning. From the data analyzed, it was concluded that when a training space is intentionally organized from actions that include studies, discussion, reflection, teaching organization and assessment, it can promote learning related to specific and didactic knowledge, the organization of teaching and teaching. |
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2020-01-13T15:48:27Z2020-01-13T15:48:27Z2019-07-19http://repositorio.ufsm.br/handle/1/19352The following dissertation is the result of a research project developed in collaboration with the Postgraduate in Mathematics Education and Physics Teaching program, of the Federal University of Santa Maria (UFSM), within the Group of Studies and Research in Mathematical Education (GEPEMat) and has as a investigated phenomenon the initial graduation stages of the mathematics teacher. The main objective of this research is to analyze the graduation path of future mathematics teachers when studying subjects of the early years; specifically, the content of the four basic operations. Given this, we sought to answer the following research question: what learnings occur when future math teachers put themselves in a path to study and reflect on the organization of teaching in the early years? To answer this question, the theoretical and methodological support of the Historical Cultural Theory (THC) was used, more specifically the Activity Theory (TA) and the Teaching Guiding Activity (AOE), since these theoretical aspects understand that the individual learns and appropriates knowledge through the different interrelationships that it establishes throughout life. To contemplate the researched phenomenon, an intentionally organized formative space was created, offered to undergraduate students of the Mathematics Course at the Federal University of Santa Maria (UFSM), through an extension course entitled “Learning Mathematics taught in the early years”. The discussions in this space focused on teaching the four operations. The formative meetings took place weekly throughout the second semester of 2018, totaling 22 meetings and with the participation of 7 academics. Data derived from this study was gathered through audio and video recordings, reflective sessions, field diary, activity record and a written report (initial and final). These data made it possible to list episodes in the perspective of Moura (2004) which, when systematized, resulted in four units of analysis (VIGOTSKY, 1991). They are: a) Initial motives and perceptions: which sought to know the needs that lead future teachers to seek a space of formation; b) Knowledge to teach: that was intended to understand the importance of the elements that constitute the act of teaching; c) The learning movement about the organization of education: which aimed to understand how the process of studying, planning and implementing actions occurs; d) The graduation space as a promoter of quality change: which aimed to observe to what extent a training space can contribute to new learning. From the data analyzed, it was concluded that when a training space is intentionally organized from actions that include studies, discussion, reflection, teaching organization and assessment, it can promote learning related to specific and didactic knowledge, the organization of teaching and teaching.A presente dissertação é resultado de uma pesquisa desenvolvida junto ao Programa de Pós-Graduação em Educação Matemática e Ensino de Física, da Universidade Federal de Santa Maria (UFSM) no âmbito do Grupo de Estudos e Pesquisas em Educação Matemática (GEPEMat) e tem como fenômeno investigado a formação inicial do professor de matemática. O objetivo principal desta pesquisa é analisar o movimento formativo de futuros professores de matemática, ao estudarem conteúdos dos anos iniciais; de modo específico, o conteúdo das quatro operações básicas. Diante disso, buscou-se responder à seguinte questão de pesquisa: quais aprendizagens ocorrem quando futuros professores de matemática se colocam num movimento de estudar e refletir sobre a organização do ensino nos anos iniciais? Para isso, foi utilizado o respaldo teórico e metodológico da Teoria Histórico Cultural (THC), mais especificamente da Teoria da Atividade (TA) e da Atividade Orientadora de Ensino (AOE), uma vez que essas vertentes teóricas compreendem que o indivíduo aprende e se apropria de conhecimentos por meio das diferentes inter-relações que estabelece ao longo da vida. Para contemplar o fenômeno de investigação, foi constituído um espaço formativo intencionalmente organizado, ofertado a acadêmicos do Curso de Matemática Licenciatura da Universidade Federal de Santa Maria (UFSM), por meio de um curso de extensão intitulado “Conhecendo a Matemática ensinada nos anos iniciais”. As discussões ocorridas, nesse espaço, centraram-se no ensino das quatro operações. Os encontros formativos ocorreram, semanalmente, ao longo de todo o segundo semestre de 2018, totalizando 22 encontros e contaram com a participação de 7 acadêmicos. Os dados oriundos deste estudo foram registrados por meio de gravações em áudio e vídeo, sessões reflexivas, diário de campo, registro de atividades e um relato escrito (inicial e final). Esses dados possibilitaram elencar episódios na perspectiva de Moura (2004) que, ao serem sistematizados, resultaram em quatro unidades de análises (VIGOTSKY,1991) sendo elas: a) Motivos e percepções iniciais: que buscou conhecer as necessidades que levam futuros professores a procurar um espaço de formação; b) Conhecimentos para ensinar: que tinha a intenção de entender a importância dos elementos que constituem o ato de ensinar; c) O movimento de aprendizagem sobre a organização do ensino: que visava compreender como ocorre o processo de estudar, planejar e implementar ações; d) O espaço formativo como promotor da mudança de qualidade: que tinha o intuito de observar em que medida um espaço de formação pode contribuir para novas aprendizagens. A partir dos dados analisados, concluiu-se que, quando um espaço formativo é intencionalmente organizado a partir de ações que contemplem estudos, discussão, reflexão, organização do ensino e avaliação, ele pode promover aprendizagens relacionadas a conhecimentos específicos e didáticos, à organização do ensino e à docência.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação Matemática e Ensino de FísicaUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEspaço formativoTeoria histórico-culturalFormação inicial de professores de matemáticaAnos iniciais do ensino fundamentalFormative spaceHistorical-cultural theoryInitial training of mathematics teachersEarly years of elementary schoolCNPQ::CIENCIAS HUMANAS::EDUCACAOFuturos professores de matemática em aprendizagem para o ensino nos anos iniciais: contribuições de um espaço formativoFuture teachers of mathematics in the process of learning to teach in the early years: contributions of a graduation spaceinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisLopes, Anemari Roesler Luersen Vieirahttp://lattes.cnpq.br/7102436522771207Roos, Liane Teresinha Wendlinghttp://lattes.cnpq.br/9093687996155230Fonseca, Márcia Souza dahttp://lattes.cnpq.br/7950804967345359Pozebon, Simonehttp://lattes.cnpq.br/8768863829814028Fajardo, Ricardohttp://lattes.cnpq.br/5859913963375371Giacomelli, Camila Porto700800000006600d35754ba-be65-447a-a95d-9c39a8397c52adf453da-b04b-42fa-9c48-3b60a855e92aa552bdcc-41f6-4b88-9cde-ecee8190a13eed604d61-0d9a-4f1d-8d76-76846fd9e2bfa4bb041a-5261-4eba-b607-31ed174e4a1cc2dbd1f4-ae4e-4294-8607-de6bf29498cfreponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEMEF_2019_GIACOMELLI_CAMILA.pdfDIS_PPGEMEF_2019_GIACOMELLI_CAMILA.pdfDissertação de Mestradoapplication/pdf3824229http://repositorio.ufsm.br/bitstream/1/19352/1/DIS_PPGEMEF_2019_GIACOMELLI_CAMILA.pdf707f7771c764bbf84972ebf560205d01MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Futuros professores de matemática em aprendizagem para o ensino nos anos iniciais: contribuições de um espaço formativo |
dc.title.alternative.eng.fl_str_mv |
Future teachers of mathematics in the process of learning to teach in the early years: contributions of a graduation space |
title |
Futuros professores de matemática em aprendizagem para o ensino nos anos iniciais: contribuições de um espaço formativo |
spellingShingle |
Futuros professores de matemática em aprendizagem para o ensino nos anos iniciais: contribuições de um espaço formativo Giacomelli, Camila Porto Espaço formativo Teoria histórico-cultural Formação inicial de professores de matemática Anos iniciais do ensino fundamental Formative space Historical-cultural theory Initial training of mathematics teachers Early years of elementary school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Futuros professores de matemática em aprendizagem para o ensino nos anos iniciais: contribuições de um espaço formativo |
title_full |
Futuros professores de matemática em aprendizagem para o ensino nos anos iniciais: contribuições de um espaço formativo |
title_fullStr |
Futuros professores de matemática em aprendizagem para o ensino nos anos iniciais: contribuições de um espaço formativo |
title_full_unstemmed |
Futuros professores de matemática em aprendizagem para o ensino nos anos iniciais: contribuições de um espaço formativo |
title_sort |
Futuros professores de matemática em aprendizagem para o ensino nos anos iniciais: contribuições de um espaço formativo |
author |
Giacomelli, Camila Porto |
author_facet |
Giacomelli, Camila Porto |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lopes, Anemari Roesler Luersen Vieira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7102436522771207 |
dc.contributor.advisor-co1.fl_str_mv |
Roos, Liane Teresinha Wendling |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/9093687996155230 |
dc.contributor.referee1.fl_str_mv |
Fonseca, Márcia Souza da |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7950804967345359 |
dc.contributor.referee2.fl_str_mv |
Pozebon, Simone |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8768863829814028 |
dc.contributor.referee3.fl_str_mv |
Fajardo, Ricardo |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5859913963375371 |
dc.contributor.author.fl_str_mv |
Giacomelli, Camila Porto |
contributor_str_mv |
Lopes, Anemari Roesler Luersen Vieira Roos, Liane Teresinha Wendling Fonseca, Márcia Souza da Pozebon, Simone Fajardo, Ricardo |
dc.subject.por.fl_str_mv |
Espaço formativo Teoria histórico-cultural Formação inicial de professores de matemática Anos iniciais do ensino fundamental |
topic |
Espaço formativo Teoria histórico-cultural Formação inicial de professores de matemática Anos iniciais do ensino fundamental Formative space Historical-cultural theory Initial training of mathematics teachers Early years of elementary school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Formative space Historical-cultural theory Initial training of mathematics teachers Early years of elementary school |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The following dissertation is the result of a research project developed in collaboration with the Postgraduate in Mathematics Education and Physics Teaching program, of the Federal University of Santa Maria (UFSM), within the Group of Studies and Research in Mathematical Education (GEPEMat) and has as a investigated phenomenon the initial graduation stages of the mathematics teacher. The main objective of this research is to analyze the graduation path of future mathematics teachers when studying subjects of the early years; specifically, the content of the four basic operations. Given this, we sought to answer the following research question: what learnings occur when future math teachers put themselves in a path to study and reflect on the organization of teaching in the early years? To answer this question, the theoretical and methodological support of the Historical Cultural Theory (THC) was used, more specifically the Activity Theory (TA) and the Teaching Guiding Activity (AOE), since these theoretical aspects understand that the individual learns and appropriates knowledge through the different interrelationships that it establishes throughout life. To contemplate the researched phenomenon, an intentionally organized formative space was created, offered to undergraduate students of the Mathematics Course at the Federal University of Santa Maria (UFSM), through an extension course entitled “Learning Mathematics taught in the early years”. The discussions in this space focused on teaching the four operations. The formative meetings took place weekly throughout the second semester of 2018, totaling 22 meetings and with the participation of 7 academics. Data derived from this study was gathered through audio and video recordings, reflective sessions, field diary, activity record and a written report (initial and final). These data made it possible to list episodes in the perspective of Moura (2004) which, when systematized, resulted in four units of analysis (VIGOTSKY, 1991). They are: a) Initial motives and perceptions: which sought to know the needs that lead future teachers to seek a space of formation; b) Knowledge to teach: that was intended to understand the importance of the elements that constitute the act of teaching; c) The learning movement about the organization of education: which aimed to understand how the process of studying, planning and implementing actions occurs; d) The graduation space as a promoter of quality change: which aimed to observe to what extent a training space can contribute to new learning. From the data analyzed, it was concluded that when a training space is intentionally organized from actions that include studies, discussion, reflection, teaching organization and assessment, it can promote learning related to specific and didactic knowledge, the organization of teaching and teaching. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-07-19 |
dc.date.accessioned.fl_str_mv |
2020-01-13T15:48:27Z |
dc.date.available.fl_str_mv |
2020-01-13T15:48:27Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/19352 |
url |
http://repositorio.ufsm.br/handle/1/19352 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação Matemática e Ensino de Física |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional Manancial UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Repositório Institucional Manancial UFSM |
collection |
Repositório Institucional Manancial UFSM |
bitstream.url.fl_str_mv |
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