Compared methodology: perceptions for teacher formation upon numerical sets

Detalhes bibliográficos
Autor(a) principal: Marim, Vlademir
Data de Publicação: 2021
Outros Autores: Andraus, Neiva de Castro Cardoso
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação e Políticas em Debate
Texto Completo: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/56017
Resumo: This search was developed in the Graduate Program of Science and Mathematics Teaching at the Federal University of Uberlândia, which aims to analyze the pedagogical practices of teachers who work in the 1st year of high school, through the compared methodology, explaining the phases: descriptive, interpretative, juxtaposition and comparative, with an emphasis on the content of numerical sets with an interface in solving problems, through records of students' notebooks. The following theoretical assumptions were addressed: Marcelo (2009); Marim and Manso (2018); Nóvoa (2009); Tardif (2000); Freire (2009); DCN (2015); BNCC (2018); and others. The records revealed individualized practices among teachers in the development of content. It is suggested to organize a sharing environment, in which planning can be discussed, learn about the contents and, in sync, organize your daily practices among peers.
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spelling Compared methodology: perceptions for teacher formation upon numerical sets Méthodologie comparative: des idées pour la formation des enseignants sur les ensembles de nombresMetodologia comparada: percepções para formação docente acerca de conjuntos numéricosEnsino MédioResolução de problemasFormação continuadaEducação MatemáticaEnsino da MatemáticaHigh SchoolProblem solvingContinuing formationMathematical EducationMathematics TeachingLycéeRésolution de problèmesFormation continueEnseignement des mathématiquesEnseignement des mathématiqueThis search was developed in the Graduate Program of Science and Mathematics Teaching at the Federal University of Uberlândia, which aims to analyze the pedagogical practices of teachers who work in the 1st year of high school, through the compared methodology, explaining the phases: descriptive, interpretative, juxtaposition and comparative, with an emphasis on the content of numerical sets with an interface in solving problems, through records of students' notebooks. The following theoretical assumptions were addressed: Marcelo (2009); Marim and Manso (2018); Nóvoa (2009); Tardif (2000); Freire (2009); DCN (2015); BNCC (2018); and others. The records revealed individualized practices among teachers in the development of content. It is suggested to organize a sharing environment, in which planning can be discussed, learn about the contents and, in sync, organize your daily practices among peers.Cette recherche a été développée dans le Programme de de spécialisation des Sciences et des Mathématiques de l'Université Fédérale d'Uberlândia, qui vise à analyser les pratiques pédagogiques des enseignants qui travaillent dans la 1ère année de lycée, à travers la méthodologie comparative, en expliquant les phases : descriptive, interprétative, juxtaposition et comparative, en mettant l'accent sur le contenu des ensembles de nombres avec interface dans la résolution de problèmes, à travers les enregistrements des cahiers des élèves. Comme hypothèses théoriques abordées: Marcelo (2009) Marim et Manso (2018); Nóvoa (2009); Tardif (2000); Freire (2009); DCN (2015); BNCC (2018); et autres. Les dossiers ont révélé des pratiques individualisées chez les enseignants en matière de développement de contenu. Il est suggéré d'organiser un environnement de partage, dans lequel la planification peut être discutée, prendre conscience des contenus et, en synchronisation, organiser leurs pratiques quotidiennes entre pairs.Essa pesquisa foi desenvolvida no Programa de Pós-Graduação de Ensino de Ciências e Matemática da Univerisdade Federal de Uberlândia e tem como objetivo analisar as práticas pedagógicas dos docentes que atuam no 1º ano do Ensino Médio, por meio da metodologia comparada, explicitando as fases: descritiva, interpretativa, justaposição e comparativa, com enfase no conteúdo de conjuntos numéricos, com interface na resolução de problemas, por meio de registros dos cadernos dos alunos. Como pressupostos teóricos abordou-se: Marcelo (2009), Marim e Manso (2018), Nóvoa (2009), Tardif (2000), Freire (2009), as Diretrizes Curriculares Nacionais (2015), a Base Nacional Comum Curricular (2018) entre outros. Os registros desvelaram práticas individualizadas entre os professores, no desenvolvimento do conteúdo. Sugere-se organizar um ambiente de partilha, no qual possa ser discutido o planejamento, inteirar-se dos conteúdos e, em sincronia, organizar as práticas diárias entre pares.Universidade Federal de Uberlândia2021-07-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/5601710.14393/REPOD-v10n2a2021-56017Revista Educação e Políticas em Debate; v. 10, n. 2 (mai./ago. 2021); 819-837Revista Educação e Políticas em Debate; v. 10, n. 2 (mai./ago. 2021); 819-837Revista Educação e Políticas em Debate; v. 10, n. 2 (mai./ago. 2021); 819-837Revista Educação e Políticas em Debate; v. 10, n. 2 (mai./ago. 2021); 819-8372238-8346reponame:Revista Educação e Políticas em Debateinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/56017/32289Copyright (c) 2021 Revista Educação e Políticas em Debateinfo:eu-repo/semantics/openAccessMarim, VlademirAndraus, Neiva de Castro Cardoso2022-09-15T20:23:53Zoai:ojs.www.seer.ufu.br:article/56017Revistahttps://seer.ufu.br/index.php/revistaeducaopoliticasPUBhttps://seer.ufu.br/index.php/revistaeducaopoliticas/oairevistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com10.143932238-83462238-8346opendoar:2022-09-15T20:23:53Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Compared methodology: perceptions for teacher formation upon numerical sets
Méthodologie comparative: des idées pour la formation des enseignants sur les ensembles de nombres
Metodologia comparada: percepções para formação docente acerca de conjuntos numéricos
title Compared methodology: perceptions for teacher formation upon numerical sets
spellingShingle Compared methodology: perceptions for teacher formation upon numerical sets
Marim, Vlademir
Ensino Médio
Resolução de problemas
Formação continuada
Educação Matemática
Ensino da Matemática
High School
Problem solving
Continuing formation
Mathematical Education
Mathematics Teaching
Lycée
Résolution de problèmes
Formation continue
Enseignement des mathématiques
Enseignement des mathématique
title_short Compared methodology: perceptions for teacher formation upon numerical sets
title_full Compared methodology: perceptions for teacher formation upon numerical sets
title_fullStr Compared methodology: perceptions for teacher formation upon numerical sets
title_full_unstemmed Compared methodology: perceptions for teacher formation upon numerical sets
title_sort Compared methodology: perceptions for teacher formation upon numerical sets
author Marim, Vlademir
author_facet Marim, Vlademir
Andraus, Neiva de Castro Cardoso
author_role author
author2 Andraus, Neiva de Castro Cardoso
author2_role author
dc.contributor.author.fl_str_mv Marim, Vlademir
Andraus, Neiva de Castro Cardoso
dc.subject.por.fl_str_mv Ensino Médio
Resolução de problemas
Formação continuada
Educação Matemática
Ensino da Matemática
High School
Problem solving
Continuing formation
Mathematical Education
Mathematics Teaching
Lycée
Résolution de problèmes
Formation continue
Enseignement des mathématiques
Enseignement des mathématique
topic Ensino Médio
Resolução de problemas
Formação continuada
Educação Matemática
Ensino da Matemática
High School
Problem solving
Continuing formation
Mathematical Education
Mathematics Teaching
Lycée
Résolution de problèmes
Formation continue
Enseignement des mathématiques
Enseignement des mathématique
description This search was developed in the Graduate Program of Science and Mathematics Teaching at the Federal University of Uberlândia, which aims to analyze the pedagogical practices of teachers who work in the 1st year of high school, through the compared methodology, explaining the phases: descriptive, interpretative, juxtaposition and comparative, with an emphasis on the content of numerical sets with an interface in solving problems, through records of students' notebooks. The following theoretical assumptions were addressed: Marcelo (2009); Marim and Manso (2018); Nóvoa (2009); Tardif (2000); Freire (2009); DCN (2015); BNCC (2018); and others. The records revealed individualized practices among teachers in the development of content. It is suggested to organize a sharing environment, in which planning can be discussed, learn about the contents and, in sync, organize your daily practices among peers.
publishDate 2021
dc.date.none.fl_str_mv 2021-07-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/56017
10.14393/REPOD-v10n2a2021-56017
url https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/56017
identifier_str_mv 10.14393/REPOD-v10n2a2021-56017
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/56017/32289
dc.rights.driver.fl_str_mv Copyright (c) 2021 Revista Educação e Políticas em Debate
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Revista Educação e Políticas em Debate
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Revista Educação e Políticas em Debate; v. 10, n. 2 (mai./ago. 2021); 819-837
Revista Educação e Políticas em Debate; v. 10, n. 2 (mai./ago. 2021); 819-837
Revista Educação e Políticas em Debate; v. 10, n. 2 (mai./ago. 2021); 819-837
Revista Educação e Políticas em Debate; v. 10, n. 2 (mai./ago. 2021); 819-837
2238-8346
reponame:Revista Educação e Políticas em Debate
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Revista Educação e Políticas em Debate
collection Revista Educação e Políticas em Debate
repository.name.fl_str_mv Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv revistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com
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