Vozes e narrativas dos egressos 2019 da Licenciatura em Pedagogia diurno da UFSM sobre a formação inicial no contexto curricular das disciplinas de Educação Matemática
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/29315 |
Resumo: | This investigative proposal emerged from two trajectories, practical and experiential during my training as a Graduate in Pedagogy. The first is the compulsory curricular internship experienced in the 4th year of Elementary School (PE) in a Municipal School of Santa Maria. The second disposes of my practice as a teacher who teaches Mathematics in the municipality of Santo Augusto in the initial years in the period of the 2nd semester of 2019. Therefore, the objective is to analyze the curriculum of mathematics of the early years in the formation of Pedagogos (as) of UFSM. For this, the research has a qualitative methodological basis, bibliographical and documentary review, including the participation of graduates of the year 2019 of the Degree Course in Pedagogy of UFSM from an open questionnaire. In short, we analyzed the process of formation of these pedagogos and brought the narratives of experiences lived by these subjects during the curricular internship in Mathematics - initial years. In the course of the analysis, we focused on the reflections of these experiences in relation to pedagogical practices in the Teaching of Mathematics of the early years of PE. Then, we divided these discussions and analyzes in the following sessions: experiences of the graduate in Pedagogy in basic education with Mathematics; experiences of the graduate in Pedagogy in the Compulsory Curricular Internship with the discipline of Mathematics in the early years of PE; Significant Learning in training as a Pedagogue in the Course with the disciplines of Mathematics in the early years of PE and Mathematics Education under the vision of these Graduates in Pedagogy. Thus, we seek an intermediate between the practices and theories about the Formation of the Pedagogue through this investigative analysis and which meanings, narratives and paths can contribute to the formation of Pedagogues and the duality of teaching and learning Mathematics Education. |
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2023-06-06T12:12:00Z2023-06-06T12:12:00Z2023-03-21http://repositorio.ufsm.br/handle/1/29315This investigative proposal emerged from two trajectories, practical and experiential during my training as a Graduate in Pedagogy. The first is the compulsory curricular internship experienced in the 4th year of Elementary School (PE) in a Municipal School of Santa Maria. The second disposes of my practice as a teacher who teaches Mathematics in the municipality of Santo Augusto in the initial years in the period of the 2nd semester of 2019. Therefore, the objective is to analyze the curriculum of mathematics of the early years in the formation of Pedagogos (as) of UFSM. For this, the research has a qualitative methodological basis, bibliographical and documentary review, including the participation of graduates of the year 2019 of the Degree Course in Pedagogy of UFSM from an open questionnaire. In short, we analyzed the process of formation of these pedagogos and brought the narratives of experiences lived by these subjects during the curricular internship in Mathematics - initial years. In the course of the analysis, we focused on the reflections of these experiences in relation to pedagogical practices in the Teaching of Mathematics of the early years of PE. Then, we divided these discussions and analyzes in the following sessions: experiences of the graduate in Pedagogy in basic education with Mathematics; experiences of the graduate in Pedagogy in the Compulsory Curricular Internship with the discipline of Mathematics in the early years of PE; Significant Learning in training as a Pedagogue in the Course with the disciplines of Mathematics in the early years of PE and Mathematics Education under the vision of these Graduates in Pedagogy. Thus, we seek an intermediate between the practices and theories about the Formation of the Pedagogue through this investigative analysis and which meanings, narratives and paths can contribute to the formation of Pedagogues and the duality of teaching and learning Mathematics Education.Essa proposta investigativa surgiu a partir de duas trajetórias, práticas e experienciais no decorrer da minha formação como Licenciada em Pedagogia. A primeira se trata do estágio curricular obrigatório vivenciado no 4.° ano do ensino fundamental (EF) em uma Escola Municipal de Santa Maria. A segunda dispõe da minha prática como professora que ensina Matemática no município de Santo Augusto nos anos iniciais no período do 2.° semestre de 2019. Em virtude disso, objetiva-se analisar detalhadamente o processo formativo do Pedagogo no ensino da matemática no curso de Licenciatura em Pedagogia da UFSM. Para isso, a pesquisa tem base metodológica qualitativa e revisão bibliográfica, incluindo a participação de egressos do ano de 2019 do Curso de Licenciatura em Pedagogia da UFSM a partir de um questionário aberto. Trouxemos também para o caminho investigativo, a perspectiva metodológica de Josso no contexto de narrativas. Em suma, analisamos o processo de formação desses pedagogos e trouxemos as narrativas de experiências vividas por esses sujeitos durante o estágio curricular em Matemática – anos iniciais. No decorrer da análise, focalizamos nas reflexões dessas vivências em relação às práticas pedagógicas no ensino da Matemática dos anos iniciais do EF. Em seguida, dividimos essas discussões e análises nas seguintes sessões: experiências do egresso em Pedagogia na educação básica com a Matemática; vivências do egresso em Pedagogia no Estágio Curricular Obrigatório com a ementa disciplina da Matemática nos anos iniciais do EF; Aprendizagem Significativa na formação como Pedagogo no Curso com as disciplinas da Matemática nos anos iniciais do EF e Educação Matemática sob a visão desses Egressos em Pedagogia. Desse modo, buscamos um intermédio entre as práticas e as teorias a respeito da Formação do Pedagogo através dessa análise investigativa e quais sentidos, narrativas e caminhos trilhados podem contribuir para formação de Pedagogos e, assim, ressignificar a dualidade do ensinar e apreender a Educação Matemática.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/openAccessCurrículoMatemáticaNarrativasFormação inicialPedagogoCurriculumMathematicsInitial trainingNarrativePedagogueCNPQ::CIENCIAS HUMANAS::EDUCACAOVozes e narrativas dos egressos 2019 da Licenciatura em Pedagogia diurno da UFSM sobre a formação inicial no contexto curricular das disciplinas de Educação MatemáticaVoices and narratives of the 2019 graduators of the daytime degree in Pedagogy at UFSM on initial training in the curriculum context of subjects of Mathematics Educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisFajardo, Ricardohttp://lattes.cnpq.br/4796609278630063Bathelt, Regina EhlersPereira, Patrícia Sândalohttp://lattes.cnpq.br/9903342888828576Ponciano, Paula Aparecida Cavalheiro7008000000066006006006006006b8969e6-2ca9-4ffa-8382-107fa8a29ed5e315e129-c694-4854-a6f3-9cea2777ddd29cd2aa2f-55db-405f-937f-dd3abe3b516035e9b65f-c7b0-49b9-9fc3-74e0a2809cfbreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMLICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Vozes e narrativas dos egressos 2019 da Licenciatura em Pedagogia diurno da UFSM sobre a formação inicial no contexto curricular das disciplinas de Educação Matemática |
dc.title.alternative.eng.fl_str_mv |
Voices and narratives of the 2019 graduators of the daytime degree in Pedagogy at UFSM on initial training in the curriculum context of subjects of Mathematics Education |
title |
Vozes e narrativas dos egressos 2019 da Licenciatura em Pedagogia diurno da UFSM sobre a formação inicial no contexto curricular das disciplinas de Educação Matemática |
spellingShingle |
Vozes e narrativas dos egressos 2019 da Licenciatura em Pedagogia diurno da UFSM sobre a formação inicial no contexto curricular das disciplinas de Educação Matemática Ponciano, Paula Aparecida Cavalheiro Currículo Matemática Narrativas Formação inicial Pedagogo Curriculum Mathematics Initial training Narrative Pedagogue CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Vozes e narrativas dos egressos 2019 da Licenciatura em Pedagogia diurno da UFSM sobre a formação inicial no contexto curricular das disciplinas de Educação Matemática |
title_full |
Vozes e narrativas dos egressos 2019 da Licenciatura em Pedagogia diurno da UFSM sobre a formação inicial no contexto curricular das disciplinas de Educação Matemática |
title_fullStr |
Vozes e narrativas dos egressos 2019 da Licenciatura em Pedagogia diurno da UFSM sobre a formação inicial no contexto curricular das disciplinas de Educação Matemática |
title_full_unstemmed |
Vozes e narrativas dos egressos 2019 da Licenciatura em Pedagogia diurno da UFSM sobre a formação inicial no contexto curricular das disciplinas de Educação Matemática |
title_sort |
Vozes e narrativas dos egressos 2019 da Licenciatura em Pedagogia diurno da UFSM sobre a formação inicial no contexto curricular das disciplinas de Educação Matemática |
author |
Ponciano, Paula Aparecida Cavalheiro |
author_facet |
Ponciano, Paula Aparecida Cavalheiro |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Fajardo, Ricardo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4796609278630063 |
dc.contributor.referee1.fl_str_mv |
Bathelt, Regina Ehlers |
dc.contributor.referee2.fl_str_mv |
Pereira, Patrícia Sândalo |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9903342888828576 |
dc.contributor.author.fl_str_mv |
Ponciano, Paula Aparecida Cavalheiro |
contributor_str_mv |
Fajardo, Ricardo Bathelt, Regina Ehlers Pereira, Patrícia Sândalo |
dc.subject.por.fl_str_mv |
Currículo Matemática Narrativas Formação inicial Pedagogo |
topic |
Currículo Matemática Narrativas Formação inicial Pedagogo Curriculum Mathematics Initial training Narrative Pedagogue CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Curriculum Mathematics Initial training Narrative Pedagogue |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This investigative proposal emerged from two trajectories, practical and experiential during my training as a Graduate in Pedagogy. The first is the compulsory curricular internship experienced in the 4th year of Elementary School (PE) in a Municipal School of Santa Maria. The second disposes of my practice as a teacher who teaches Mathematics in the municipality of Santo Augusto in the initial years in the period of the 2nd semester of 2019. Therefore, the objective is to analyze the curriculum of mathematics of the early years in the formation of Pedagogos (as) of UFSM. For this, the research has a qualitative methodological basis, bibliographical and documentary review, including the participation of graduates of the year 2019 of the Degree Course in Pedagogy of UFSM from an open questionnaire. In short, we analyzed the process of formation of these pedagogos and brought the narratives of experiences lived by these subjects during the curricular internship in Mathematics - initial years. In the course of the analysis, we focused on the reflections of these experiences in relation to pedagogical practices in the Teaching of Mathematics of the early years of PE. Then, we divided these discussions and analyzes in the following sessions: experiences of the graduate in Pedagogy in basic education with Mathematics; experiences of the graduate in Pedagogy in the Compulsory Curricular Internship with the discipline of Mathematics in the early years of PE; Significant Learning in training as a Pedagogue in the Course with the disciplines of Mathematics in the early years of PE and Mathematics Education under the vision of these Graduates in Pedagogy. Thus, we seek an intermediate between the practices and theories about the Formation of the Pedagogue through this investigative analysis and which meanings, narratives and paths can contribute to the formation of Pedagogues and the duality of teaching and learning Mathematics Education. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-06-06T12:12:00Z |
dc.date.available.fl_str_mv |
2023-06-06T12:12:00Z |
dc.date.issued.fl_str_mv |
2023-03-21 |
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 |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/29315 |
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http://repositorio.ufsm.br/handle/1/29315 |
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por |
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por |
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700800000006 |
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600 600 600 600 600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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Programa de Pós-Graduação em Educação Matemática e Ensino de Física |
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UFSM |
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Brasil |
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Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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