Formação de professores de matemática: entre os saberes da docência e a práxis educativa
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/7247 |
Resumo: | This study was carried out in the context of the Research Line Training, Knowledge and Professional Development , within the Post-graduation Program in Education, in Santa Maria Federal University. The main objective was to analyze the possibilities of articulation between the teacher`s knowledge and the educational praxis in the initial training, aiming the performance in the Basic, Technical and Technological Education, in the Mathematics Teaching College Course, in the Instituto Federal do Tocantins- TO. The specific objectives were to list the knowledge considered by the undergraduate students as basic for their formation; understand which of the formative dimensions the undergraduate students assign to the pedagogical knowledge, according to their own initial formation process; identify how the teacher`s knowledge are approached in the curricular proposition of the Mathematics Teaching College Course that is proffered by the IFTO; verify if the teacher`s knowledge is considered in the structuring of the critical reflective teacher`s praxis in the EBTT. Considering the theoretical framework, the initial teacher`s training, the teacher`s praxis, the knowledge involved in the teaching practice, the specific know-how in the Mathematics field and the critical reflective teacher were addressed. The research, of a qualitative approach (LUDKE; ANDRE, 1986; GIL, 1999) was a case study (ANDRE, 1984; YIN,2001), was carried out through individual questionnaires, with the undergraduate students of the Mathematics Teaching College Course in the Instituto Federal de Educação, Ciência e Tecnologia-Campus Palmas. The collected data was analyzed through the Discursive Textual Analysis (MORAES; GALIAZZI, 2011). This study made it possible to examine the possibilities of connections between the teacher`s knowledge and the educational, critical and reflexive praxis of the Mathematics imminent teachers in their initial formation process. It also promoted some thinking on the basic, technical and technological education, as well as furthered some subsidies to the evaluation of the curricular structure and purpose of the course, according to the students`view. |
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2016-06-062016-06-062015-08-03NASCIMENTO, Soraya Viana do. Formação de professores de matemática: entre os saberes da docência e a práxis educativa. 2015. 111 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015.http://repositorio.ufsm.br/handle/1/7247This study was carried out in the context of the Research Line Training, Knowledge and Professional Development , within the Post-graduation Program in Education, in Santa Maria Federal University. The main objective was to analyze the possibilities of articulation between the teacher`s knowledge and the educational praxis in the initial training, aiming the performance in the Basic, Technical and Technological Education, in the Mathematics Teaching College Course, in the Instituto Federal do Tocantins- TO. The specific objectives were to list the knowledge considered by the undergraduate students as basic for their formation; understand which of the formative dimensions the undergraduate students assign to the pedagogical knowledge, according to their own initial formation process; identify how the teacher`s knowledge are approached in the curricular proposition of the Mathematics Teaching College Course that is proffered by the IFTO; verify if the teacher`s knowledge is considered in the structuring of the critical reflective teacher`s praxis in the EBTT. Considering the theoretical framework, the initial teacher`s training, the teacher`s praxis, the knowledge involved in the teaching practice, the specific know-how in the Mathematics field and the critical reflective teacher were addressed. The research, of a qualitative approach (LUDKE; ANDRE, 1986; GIL, 1999) was a case study (ANDRE, 1984; YIN,2001), was carried out through individual questionnaires, with the undergraduate students of the Mathematics Teaching College Course in the Instituto Federal de Educação, Ciência e Tecnologia-Campus Palmas. The collected data was analyzed through the Discursive Textual Analysis (MORAES; GALIAZZI, 2011). This study made it possible to examine the possibilities of connections between the teacher`s knowledge and the educational, critical and reflexive praxis of the Mathematics imminent teachers in their initial formation process. It also promoted some thinking on the basic, technical and technological education, as well as furthered some subsidies to the evaluation of the curricular structure and purpose of the course, according to the students`view.Esta dissertação foi desenvolvida no contexto da Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional, do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria (UFSM). Teve como objetivo geral analisar as possibilidades de articulação entre os saberes docentes e a práxis educativa na formação inicial na Licenciatura em Matemática do Instituto Federal do Tocantins IFTO, voltada à atuação no contexto da Educação Básica, Técnica e Tecnológica EBTT. Os objetivos específicos da pesquisa foram: elencar os saberes considerados pelos licenciandos como básicos para a sua formação docente; compreender quais as dimensões formativas que os licenciandos atribuem/reconhecem aos saberes pedagógicos segundo os próprios processos de formação inicial; identificar como os saberes pedagógicos são abordados na proposta curricular do Curso de Licenciatura de Matemática ofertado no IFTO; verificar se os saberes docentes são considerados na construção da práxis docente crítico-reflexiva na EBTT. Em relação à revisão teórica, foram abordados a formação docente inicial, a práxis docente crítico-reflexiva, os saberes da docência, saberes específicos da Área de Matemática. A pesquisa, de abordagem qualitativa (LÜDKE; ANDRÉ, 1986; GIL, 1999), do tipo estudo de caso (ANDRÉ, 1984; YIN, 2001), foi desenvolvida por meio de questionários individuais, com os estudantes do Curso de Licenciatura em Matemática do Instituto Federal de Educação, Ciência e Tecnologia - Campus Palmas. As informações foram trabalhadas por meio da Análise Textual Discursiva (MORAES; GALIAZZI, 2011). Este estudo possibilitou analisar a articulação entre os saberes docentes e a práxis educativa, crítica e reflexiva, dos futuros docentes de Matemática, no processo de formação inicial. Também possibilitou algumas reflexões sobre a educação básica, técnica e tecnológica, a pedagogia dialógica e a construção da identidade profissional docente. E ainda, subsídios para uma avaliação da estrutura curricular e da finalidade do Curso, segundo o olhar dos discentes.application/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em EducaçãoUFSMBREducaçãoFormação docente inicialPráxis docente crítico-reflexivaSaberes da docênciaSaberes específicos da área de matemáticaInitial teacher formationCritical reflexive teaching praxisTeacher`s knowledgeMathematics specific knowledgeCNPQ::CIENCIAS HUMANAS::EDUCACAOFormação de professores de matemática: entre os saberes da docência e a práxis educativainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisVeiga, Adriana Moreira da Rochahttp://lattes.cnpq.br/9245252793422468Lopes, Anemari Roesler Luersen Vieirahttp://lattes.cnpq.br/7102436522771207Rolim, Carmem Lucia Artiolihttp://lattes.cnpq.br/1827912250538157Cavalheiro, Rejanehttp://lattes.cnpq.br/9087193967745267http://lattes.cnpq.br/8861934571874311Nascimento, Soraya Viana do70080000000640050030050030030057408893-ea61-4132-abfd-bd23acf608b44a488646-c980-4a10-b3a3-24f9167042f5279f824f-4be6-47f0-958a-3f2fe14fcca37ddf725d-3791-4536-8c6e-bd4fe743b508ec0a2045-4243-46c7-95be-16452eb3cd8dinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALNASCIMENTO, SORAYA VIANA.pdfapplication/pdf1586168http://repositorio.ufsm.br/bitstream/1/7247/1/NASCIMENTO%2c%20SORAYA%20VIANA.pdffb71a6012457f7882317e758fa6dfea1MD51TEXTNASCIMENTO, SORAYA VIANA.pdf.txtNASCIMENTO, SORAYA VIANA.pdf.txtExtracted texttext/plain216623http://repositorio.ufsm.br/bitstream/1/7247/2/NASCIMENTO%2c%20SORAYA%20VIANA.pdf.txtea8f1b88ae8cd84dee5ee2af8153a70bMD52THUMBNAILNASCIMENTO, SORAYA VIANA.pdf.jpgNASCIMENTO, SORAYA VIANA.pdf.jpgIM Thumbnailimage/jpeg4540http://repositorio.ufsm.br/bitstream/1/7247/3/NASCIMENTO%2c%20SORAYA%20VIANA.pdf.jpg25f56d3d7418eb6be9e1532c700f094cMD531/72472022-01-06 10:24:47.661oai:repositorio.ufsm.br:1/7247Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestouvidoria@ufsm.bropendoar:39132022-01-06T13:24:47Repositório Institucional Manancial UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Formação de professores de matemática: entre os saberes da docência e a práxis educativa |
title |
Formação de professores de matemática: entre os saberes da docência e a práxis educativa |
spellingShingle |
Formação de professores de matemática: entre os saberes da docência e a práxis educativa Nascimento, Soraya Viana do Formação docente inicial Práxis docente crítico-reflexiva Saberes da docência Saberes específicos da área de matemática Initial teacher formation Critical reflexive teaching praxis Teacher`s knowledge Mathematics specific knowledge CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação de professores de matemática: entre os saberes da docência e a práxis educativa |
title_full |
Formação de professores de matemática: entre os saberes da docência e a práxis educativa |
title_fullStr |
Formação de professores de matemática: entre os saberes da docência e a práxis educativa |
title_full_unstemmed |
Formação de professores de matemática: entre os saberes da docência e a práxis educativa |
title_sort |
Formação de professores de matemática: entre os saberes da docência e a práxis educativa |
author |
Nascimento, Soraya Viana do |
author_facet |
Nascimento, Soraya Viana do |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Veiga, Adriana Moreira da Rocha |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9245252793422468 |
dc.contributor.referee1.fl_str_mv |
Lopes, Anemari Roesler Luersen Vieira |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7102436522771207 |
dc.contributor.referee2.fl_str_mv |
Rolim, Carmem Lucia Artioli |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1827912250538157 |
dc.contributor.referee3.fl_str_mv |
Cavalheiro, Rejane |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/9087193967745267 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8861934571874311 |
dc.contributor.author.fl_str_mv |
Nascimento, Soraya Viana do |
contributor_str_mv |
Veiga, Adriana Moreira da Rocha Lopes, Anemari Roesler Luersen Vieira Rolim, Carmem Lucia Artioli Cavalheiro, Rejane |
dc.subject.por.fl_str_mv |
Formação docente inicial Práxis docente crítico-reflexiva Saberes da docência Saberes específicos da área de matemática |
topic |
Formação docente inicial Práxis docente crítico-reflexiva Saberes da docência Saberes específicos da área de matemática Initial teacher formation Critical reflexive teaching praxis Teacher`s knowledge Mathematics specific knowledge CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Initial teacher formation Critical reflexive teaching praxis Teacher`s knowledge Mathematics specific knowledge |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study was carried out in the context of the Research Line Training, Knowledge and Professional Development , within the Post-graduation Program in Education, in Santa Maria Federal University. The main objective was to analyze the possibilities of articulation between the teacher`s knowledge and the educational praxis in the initial training, aiming the performance in the Basic, Technical and Technological Education, in the Mathematics Teaching College Course, in the Instituto Federal do Tocantins- TO. The specific objectives were to list the knowledge considered by the undergraduate students as basic for their formation; understand which of the formative dimensions the undergraduate students assign to the pedagogical knowledge, according to their own initial formation process; identify how the teacher`s knowledge are approached in the curricular proposition of the Mathematics Teaching College Course that is proffered by the IFTO; verify if the teacher`s knowledge is considered in the structuring of the critical reflective teacher`s praxis in the EBTT. Considering the theoretical framework, the initial teacher`s training, the teacher`s praxis, the knowledge involved in the teaching practice, the specific know-how in the Mathematics field and the critical reflective teacher were addressed. The research, of a qualitative approach (LUDKE; ANDRE, 1986; GIL, 1999) was a case study (ANDRE, 1984; YIN,2001), was carried out through individual questionnaires, with the undergraduate students of the Mathematics Teaching College Course in the Instituto Federal de Educação, Ciência e Tecnologia-Campus Palmas. The collected data was analyzed through the Discursive Textual Analysis (MORAES; GALIAZZI, 2011). This study made it possible to examine the possibilities of connections between the teacher`s knowledge and the educational, critical and reflexive praxis of the Mathematics imminent teachers in their initial formation process. It also promoted some thinking on the basic, technical and technological education, as well as furthered some subsidies to the evaluation of the curricular structure and purpose of the course, according to the students`view. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-08-03 |
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2016-06-06 |
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2016-06-06 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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NASCIMENTO, Soraya Viana do. Formação de professores de matemática: entre os saberes da docência e a práxis educativa. 2015. 111 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015. |
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http://repositorio.ufsm.br/handle/1/7247 |
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NASCIMENTO, Soraya Viana do. Formação de professores de matemática: entre os saberes da docência e a práxis educativa. 2015. 111 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015. |
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