De estudante a professor: a formação do futuro professor de matemática no contexto do estágio supervisionado
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/15914 |
Resumo: | The present research was developed in the Graduate Program in Mathematics Education and Teaching of Physics, Master's level, at the Federal University of Santa Maria (UFSM), and is inserted in the context of Supervised Curricular Internship, with the main objective of investigating how the UFSM licensing teacher in Mathematics becomes a teacher in the diverse actions of the Internship. As an initial introduction to the subject, it was verified, from the mapping of theses and dissertations cataloged in the period from 2001 to 2012, a concentration of 20 investigations that dealt with Supervised Curricular Internship in the formation of the Mathematics teacher of the final years of Elementary School and from high school. In addition, researching the course of constitution of the degree course in Mathematics of UFSM, it was identified that the course is in the process of curricular reformulation in order to comply with Resolution no. 2, of July 1, 2015. Also, to guide studies in education as development and humanization presuppositions, the Historical-Cultural Theory and, more specifically, Activity Theory were listed as the main theoretical references. The data were produced from the monitoring of the subject of Supervised Mathematics in Elementary School at UFSM, and were managed from the researcher's field diary records, audio recordings, reports developed by the students and a reflective session. In organizing these instruments, four units of analysis emerged: on the school and its organization; on teaching; about becoming a teacher and about the Internship. In relation to the school and its organization it was possible to identify that the trainees' attention was drawn to the norms; the physical structure; parental involvement; the commitment to the students and, above all, the way in which they received them. When observing the teaching of the regent teacher, they appropriated some ways of organizing the teaching, identifying: the changes of the students' behavior in relation to the methodologies adopted by the teacher; the teacher-student approach; silence is no guarantee of learning; the relevance of talking with students before starting the class and ways to keep students alert. By placing himself in the movement of becoming a teacher and seeing himself in the situation of ruling a class, the trainees realized the relevance of knowing the student; overcome insecurity; to motivate students; to seek differentiated methodologies; to look for modes of class domain; to be concerned with learning; to seek help from peers; to share experiences. Finally, when instigated to speak of the contributions of the Internship for their formation, future teachers expressed the significance of understanding the student; learn about planning; understand that what is easy for them may not be for students; know that the teacher has experiences outside of school; show that it is possible to dream; and that being a teacher is more than teaching. Thus, the four units allowed us to understand the phenomenon of Supervised Internship in Mathematics in Elementary School in the Mathematics Degree course of UFSM. |
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2019-03-15T15:31:31Z2019-03-15T15:31:31Z2018-07-31http://repositorio.ufsm.br/handle/1/15914The present research was developed in the Graduate Program in Mathematics Education and Teaching of Physics, Master's level, at the Federal University of Santa Maria (UFSM), and is inserted in the context of Supervised Curricular Internship, with the main objective of investigating how the UFSM licensing teacher in Mathematics becomes a teacher in the diverse actions of the Internship. As an initial introduction to the subject, it was verified, from the mapping of theses and dissertations cataloged in the period from 2001 to 2012, a concentration of 20 investigations that dealt with Supervised Curricular Internship in the formation of the Mathematics teacher of the final years of Elementary School and from high school. In addition, researching the course of constitution of the degree course in Mathematics of UFSM, it was identified that the course is in the process of curricular reformulation in order to comply with Resolution no. 2, of July 1, 2015. Also, to guide studies in education as development and humanization presuppositions, the Historical-Cultural Theory and, more specifically, Activity Theory were listed as the main theoretical references. The data were produced from the monitoring of the subject of Supervised Mathematics in Elementary School at UFSM, and were managed from the researcher's field diary records, audio recordings, reports developed by the students and a reflective session. In organizing these instruments, four units of analysis emerged: on the school and its organization; on teaching; about becoming a teacher and about the Internship. In relation to the school and its organization it was possible to identify that the trainees' attention was drawn to the norms; the physical structure; parental involvement; the commitment to the students and, above all, the way in which they received them. When observing the teaching of the regent teacher, they appropriated some ways of organizing the teaching, identifying: the changes of the students' behavior in relation to the methodologies adopted by the teacher; the teacher-student approach; silence is no guarantee of learning; the relevance of talking with students before starting the class and ways to keep students alert. By placing himself in the movement of becoming a teacher and seeing himself in the situation of ruling a class, the trainees realized the relevance of knowing the student; overcome insecurity; to motivate students; to seek differentiated methodologies; to look for modes of class domain; to be concerned with learning; to seek help from peers; to share experiences. Finally, when instigated to speak of the contributions of the Internship for their formation, future teachers expressed the significance of understanding the student; learn about planning; understand that what is easy for them may not be for students; know that the teacher has experiences outside of school; show that it is possible to dream; and that being a teacher is more than teaching. Thus, the four units allowed us to understand the phenomenon of Supervised Internship in Mathematics in Elementary School in the Mathematics Degree course of UFSM.A presente pesquisa foi desenvolvida no Programa de Pós-Graduação em Educação Matemática e Ensino de Física, nível de mestrado, da Universidade Federal de Santa Maria (UFSM), e insere-se no contexto do Estágio Curricular Supervisionado, tendo como principal objetivo investigar como o licenciando em Matemática da UFSM vai se constituindo professor nas diversas ações do Estágio. Como inserção inicial à temática, constatou-se, a partir do mapeamento de teses e dissertações catalogadas no período de 2001 a 2012, uma concentração de 20 investigações que tratavam sobre Estágio Curricular Supervisionado na formação do professor de Matemática dos anos finais do Ensino Fundamental e do Ensino Médio. Além disso, pesquisando o percurso de constituição do curso de Licenciatura em Matemática da UFSM, identificou-se que o curso encontra-se em processo de reformulação curricular para adequar-se à resolução nº 2, de 1º de julho de 2015. Ainda, ao pautar os estudos na educação como pressupostos de desenvolvimento e humanização, foram elencadas a Teoria Histórico-Cultural e, mais especificamente a Teoria da Atividade, como principal referencial teórico. Os dados foram produzidos a partir do acompanhamento da disciplina de Estágio Supervisionado de Matemática no Ensino Fundamental da UFSM, e geridos a partir dos registros no diário de campo da pesquisadora, áudio gravações, relatórios desenvolvidos pelos alunos e uma sessão reflexiva. Ao organizar esses instrumentos, emergiram quatro unidades de análise: sobre a escola e sua organização; sobre a docência; sobre tornar-se professor e sobre o Estágio. Em relação à escola e à sua organização foi possível identificar que chamou a atenção dos estagiários as normas; a estrutura física; a participação dos pais; o compromisso com os estudantes e, sobretudo, o modo como ela os acolheu. Ao observar a docência do professor regente se apropriaram de alguns modos de organização do ensino identificando: as mudanças de comportamento dos alunos diante das metodologias adotadas pelo professor; a aproximação entre professor e aluno; o silêncio não é garantia de aprendizagem; a relevância de conversar com os alunos antes de iniciar a aula e modos de manter os alunos atentos. Ao se colocar no movimento de torna-se professor e se ver na situação de reger uma classe, os estagiários perceberam a relevância de conhecer o aluno; de vencer a insegurança; de motivar os alunos; de buscar metodologias diferenciadas; de procurar modos de domínio de classe; de preocupar-se com a aprendizagem; de solicitar auxílio de seus pares; de compartilhar vivências. Finalmente, quando instigados a falar das contribuições do Estágio para sua formação, os futuros professores manifestaram a significância de compreender o aluno; aprender sobre planejamento; entender que o que é fácil para eles pode não ser para os alunos; saber que o professor tem vivências fora da escola; mostrar que é possível sonhar; e que ser professor é mais do que dar aula. Assim, as quatro unidades nos permitiram compreender o fenômeno do Estágio Supervisionado em Matemática no Ensino Fundamental no curso de Licenciatura em Matemática da UFSM.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/openAccessEstágio curricular supervisionadoFormação do professor de matemáticaTeoria histórico-culturalFormação inicial de professoresSupervised internshipTeacher training in mathematicsHistorical-cultural theoryInitial teacher trainingCNPQ::CIENCIAS HUMANAS::EDUCACAODe estudante a professor: a formação do futuro professor de matemática no contexto do estágio supervisionadoFrom student to teacher: the formation of the future teacher of mathematics in the context of supervised stageinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisLopes, Anemari Roesler Luersen Vieirahttp://lattes.cnpq.br/7102436522771207Dias, Marisa da Silvahttp://lattes.cnpq.br/4508251745364291Mariani, Rita de Cássia Pistóiahttp://lattes.cnpq.br/8330933788557081http://lattes.cnpq.br/5006043872900893Scalabrin, Thanize Bortolini700800000006600d35754ba-be65-447a-a95d-9c39a8397c5253382461-7428-4d67-9a4c-14d07908c874f8b77f87-151d-4a32-a0b8-a6004721b4bccdaf48f6-d0d6-4dac-a0d5-dcc6949d13f9reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEMEF_2018_SCALABRIN_THANIZE.pdfDIS_PPGEMEF_2018_SCALABRIN_THANIZE.pdfDissertação de Mestradoapplication/pdf2017636http://repositorio.ufsm.br/bitstream/1/15914/1/DIS_PPGEMEF_2018_SCALABRIN_THANIZE.pdf89f574107ab4687606bca712c699ad39MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
De estudante a professor: a formação do futuro professor de matemática no contexto do estágio supervisionado |
dc.title.alternative.eng.fl_str_mv |
From student to teacher: the formation of the future teacher of mathematics in the context of supervised stage |
title |
De estudante a professor: a formação do futuro professor de matemática no contexto do estágio supervisionado |
spellingShingle |
De estudante a professor: a formação do futuro professor de matemática no contexto do estágio supervisionado Scalabrin, Thanize Bortolini Estágio curricular supervisionado Formação do professor de matemática Teoria histórico-cultural Formação inicial de professores Supervised internship Teacher training in mathematics Historical-cultural theory Initial teacher training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
De estudante a professor: a formação do futuro professor de matemática no contexto do estágio supervisionado |
title_full |
De estudante a professor: a formação do futuro professor de matemática no contexto do estágio supervisionado |
title_fullStr |
De estudante a professor: a formação do futuro professor de matemática no contexto do estágio supervisionado |
title_full_unstemmed |
De estudante a professor: a formação do futuro professor de matemática no contexto do estágio supervisionado |
title_sort |
De estudante a professor: a formação do futuro professor de matemática no contexto do estágio supervisionado |
author |
Scalabrin, Thanize Bortolini |
author_facet |
Scalabrin, Thanize Bortolini |
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.referee1.fl_str_mv |
Dias, Marisa da Silva |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4508251745364291 |
dc.contributor.referee2.fl_str_mv |
Mariani, Rita de Cássia Pistóia |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8330933788557081 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5006043872900893 |
dc.contributor.author.fl_str_mv |
Scalabrin, Thanize Bortolini |
contributor_str_mv |
Lopes, Anemari Roesler Luersen Vieira Dias, Marisa da Silva Mariani, Rita de Cássia Pistóia |
dc.subject.por.fl_str_mv |
Estágio curricular supervisionado Formação do professor de matemática Teoria histórico-cultural Formação inicial de professores |
topic |
Estágio curricular supervisionado Formação do professor de matemática Teoria histórico-cultural Formação inicial de professores Supervised internship Teacher training in mathematics Historical-cultural theory Initial teacher training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.spa.fl_str_mv |
Supervised internship Teacher training in mathematics Historical-cultural theory Initial teacher training |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present research was developed in the Graduate Program in Mathematics Education and Teaching of Physics, Master's level, at the Federal University of Santa Maria (UFSM), and is inserted in the context of Supervised Curricular Internship, with the main objective of investigating how the UFSM licensing teacher in Mathematics becomes a teacher in the diverse actions of the Internship. As an initial introduction to the subject, it was verified, from the mapping of theses and dissertations cataloged in the period from 2001 to 2012, a concentration of 20 investigations that dealt with Supervised Curricular Internship in the formation of the Mathematics teacher of the final years of Elementary School and from high school. In addition, researching the course of constitution of the degree course in Mathematics of UFSM, it was identified that the course is in the process of curricular reformulation in order to comply with Resolution no. 2, of July 1, 2015. Also, to guide studies in education as development and humanization presuppositions, the Historical-Cultural Theory and, more specifically, Activity Theory were listed as the main theoretical references. The data were produced from the monitoring of the subject of Supervised Mathematics in Elementary School at UFSM, and were managed from the researcher's field diary records, audio recordings, reports developed by the students and a reflective session. In organizing these instruments, four units of analysis emerged: on the school and its organization; on teaching; about becoming a teacher and about the Internship. In relation to the school and its organization it was possible to identify that the trainees' attention was drawn to the norms; the physical structure; parental involvement; the commitment to the students and, above all, the way in which they received them. When observing the teaching of the regent teacher, they appropriated some ways of organizing the teaching, identifying: the changes of the students' behavior in relation to the methodologies adopted by the teacher; the teacher-student approach; silence is no guarantee of learning; the relevance of talking with students before starting the class and ways to keep students alert. By placing himself in the movement of becoming a teacher and seeing himself in the situation of ruling a class, the trainees realized the relevance of knowing the student; overcome insecurity; to motivate students; to seek differentiated methodologies; to look for modes of class domain; to be concerned with learning; to seek help from peers; to share experiences. Finally, when instigated to speak of the contributions of the Internship for their formation, future teachers expressed the significance of understanding the student; learn about planning; understand that what is easy for them may not be for students; know that the teacher has experiences outside of school; show that it is possible to dream; and that being a teacher is more than teaching. Thus, the four units allowed us to understand the phenomenon of Supervised Internship in Mathematics in Elementary School in the Mathematics Degree course of UFSM. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-07-31 |
dc.date.accessioned.fl_str_mv |
2019-03-15T15:31:31Z |
dc.date.available.fl_str_mv |
2019-03-15T15:31:31Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/15914 |
url |
http://repositorio.ufsm.br/handle/1/15914 |
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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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 |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
institution |
UFSM |
reponame_str |
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Manancial - Repositório Digital da UFSM |
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MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
|
_version_ |
1801223794054922240 |