Constituindo-se professor de matemática: relações estabelecidas no estágio curricular supervisionado, determinantes da aprendizagem da docência

• Autor(a) principal: Perlin, Patrícia
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/001300000rzbv
• Texto Completo: http://repositorio.ufsm.br/handle/1/15677
• topic: Formação de professores de matemática; Estágio curricular supervisionado; Teoria da atividade; Mathematics teachers education; Supervised curricular internship; Theory of activity; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This work is the product of a research developed with the Line of Research ―Formation, Knowledge and Professional Development of the Program in Education of the Graduate Program in Education of the Federal University of Santa Maria (UFSM) linked to the Studies Group and Research in Mathematics Education (GEPEMat). Based on the premise that human development is a product of the development of social relations, we are guided theoretically and methodologically in the Historical-Cultural Theory (HCT), particularly in the Theory of Activity (TA), which leads to understand that human beings learn in the interaction with other individuals and which through activities they appropriates the culture in which it is inserted. In this perspective, it understands that the internship as a privileged space in the Mathematics teacher initial education for understanding the teaching and learning process in the Pedagogical Activity. The objective that guided this study was to understand the relationships established in the internship that are determinants the learning in teaching profession. In order to reach it, we created an intentionally organized formative space in the Supervised Curricular Insternship (SCI), in a Federal Institute, in which ten future Mathematics teachers paricipated.It was a total of twenty mettings ocurred during the first semester of 2017. The data provided from reflexive sessions, observations, records, questionnaires and internship reports, were systematized from episodes and analyzed through three analysis units: a) Expectation and reality: the initial tensions and conflicts in which we identify how confrontation occurred it and how overcome tensions and internship conflicts; b) Preparation for teaching practice: from teaching organization to the future praxis in which we revealed how occurred the appropriation of a general way of teaching organization concerning the preparation for the internship development; and c) The new social role: from learners to teachers in which we analyze how the academic interns evaluated their insertion in this new place in the Pedagogical Activity; as those that enable us to understand the complexity that is the internship in the Mathematics teacher initial education. We concluded from the formative meetings intentionally organized, through reflection, analysis and actions planning performed during the internship, that the academic interns became aware of the multiple meanings inherent from the teacher practice. These significances were only possible by intermediary of personal relationships established with other individuals whom they shared their internship: students, teachers, colleagues principals and other interpersonal and social relations that defined the learning of the teaching practice, their theoretical thinking formation about teaching practice and of their personality as a teacher.