Teacher training and mathematical pedagogical practices in Sobral Youth and Adult Education

Detalhes bibliográficos
Autor(a) principal: Xavier, Francisco Josimar Ricardo
Data de Publicação: 2023
Outros Autores: Freitas, Adriano Vargas
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8659350
Resumo: Mathematics teaching has still been a challenge for EJA teachers and students. The article aims to discuss the influences that teacher training courses have on the construction of pedagogical practices. We high light two teachers who teach mathematics at the EJA in the rural area of ​​Sobral. We use semi-structured interviews as instruments for data elaboration. These data were analyzed using Textual Discursive Analysis. The results indicate that the training courses propose a standardization of the teaching practices of the teachers. These courses are focused on school content. However, teachers say they execute teaching strategies differently. They consider the students' realities and, to a certain extent, distance themselves from the proposed standardization. We conclude that there are tensions between the meanings of pedagogical practices proposed to teachers and those constructed by them in the classroom.
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spelling Teacher training and mathematical pedagogical practices in Sobral Youth and Adult Education Formação de professores e práticas pedagógicas matemáticas na EJA de Sobral Youth and adult educationMathematics teachingPedagogical practiceTeacher trainingEducação de jovens e adultosEnsino de MatemáticaPrática pedagógicaFormação de professoresMathematics teaching has still been a challenge for EJA teachers and students. The article aims to discuss the influences that teacher training courses have on the construction of pedagogical practices. We high light two teachers who teach mathematics at the EJA in the rural area of ​​Sobral. We use semi-structured interviews as instruments for data elaboration. These data were analyzed using Textual Discursive Analysis. The results indicate that the training courses propose a standardization of the teaching practices of the teachers. These courses are focused on school content. However, teachers say they execute teaching strategies differently. They consider the students' realities and, to a certain extent, distance themselves from the proposed standardization. We conclude that there are tensions between the meanings of pedagogical practices proposed to teachers and those constructed by them in the classroom.O ensino e a aprendizagem em Matemática ainda têm sido um desafio para os professores e estudantes da EJA. Neste artigo objetiva-se discutir as influências que os estudos dos momentos de Formação de professores exercem sobre a construção das práticas pedagógicas de duas professoras que lecionam Matemática na EJA da zona rural de Sobral. Utilizou-se entrevistas semiestruturadas como instrumentos de elaboração de dados, que foram analisados à luz da Análise Textual Discursiva. Os resultados apontam que nos momentos de Formações de professores propõem uma padronização das práticas pedagógicas das docentes, no sentido de estarem centradas nos conteúdos escolares. Contudo, as docentes dizem executar estratégias didáticas considerando as realidades dos estudantes e que, em certa medida, distanciam-se da padronização proposta. Conclui-se assim, haver tensões entre os sentidos de práticas pedagógicas propostas às professoras e as que são por elas construídas em sala de aula.Universidade Estadual de Campinas2023-12-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/865935010.20396/zet.v31i00.8659350Zetetike; Vol. 31 (2023): Publicação Contínua; e023028Zetetike; Vol. 31 (2023): Publicação Contínua; e023028Zetetike; v. 31 (2023): Publicação Contínua; e0230282176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8659350/33618https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8659350/33619Brazil; ContemporanyBrasil; ContemporâneoCopyright (c) 2023 Zetetikéhttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessXavier, Francisco Josimar RicardoFreitas, Adriano Vargas2024-03-05T21:26:55Zoai:ojs.periodicos.sbu.unicamp.br:article/8659350Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2024-03-05T21:26:55Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Teacher training and mathematical pedagogical practices in Sobral Youth and Adult Education
Formação de professores e práticas pedagógicas matemáticas na EJA de Sobral
title Teacher training and mathematical pedagogical practices in Sobral Youth and Adult Education
spellingShingle Teacher training and mathematical pedagogical practices in Sobral Youth and Adult Education
Xavier, Francisco Josimar Ricardo
Youth and adult education
Mathematics teaching
Pedagogical practice
Teacher training
Educação de jovens e adultos
Ensino de Matemática
Prática pedagógica
Formação de professores
title_short Teacher training and mathematical pedagogical practices in Sobral Youth and Adult Education
title_full Teacher training and mathematical pedagogical practices in Sobral Youth and Adult Education
title_fullStr Teacher training and mathematical pedagogical practices in Sobral Youth and Adult Education
title_full_unstemmed Teacher training and mathematical pedagogical practices in Sobral Youth and Adult Education
title_sort Teacher training and mathematical pedagogical practices in Sobral Youth and Adult Education
author Xavier, Francisco Josimar Ricardo
author_facet Xavier, Francisco Josimar Ricardo
Freitas, Adriano Vargas
author_role author
author2 Freitas, Adriano Vargas
author2_role author
dc.contributor.author.fl_str_mv Xavier, Francisco Josimar Ricardo
Freitas, Adriano Vargas
dc.subject.por.fl_str_mv Youth and adult education
Mathematics teaching
Pedagogical practice
Teacher training
Educação de jovens e adultos
Ensino de Matemática
Prática pedagógica
Formação de professores
topic Youth and adult education
Mathematics teaching
Pedagogical practice
Teacher training
Educação de jovens e adultos
Ensino de Matemática
Prática pedagógica
Formação de professores
description Mathematics teaching has still been a challenge for EJA teachers and students. The article aims to discuss the influences that teacher training courses have on the construction of pedagogical practices. We high light two teachers who teach mathematics at the EJA in the rural area of ​​Sobral. We use semi-structured interviews as instruments for data elaboration. These data were analyzed using Textual Discursive Analysis. The results indicate that the training courses propose a standardization of the teaching practices of the teachers. These courses are focused on school content. However, teachers say they execute teaching strategies differently. They consider the students' realities and, to a certain extent, distance themselves from the proposed standardization. We conclude that there are tensions between the meanings of pedagogical practices proposed to teachers and those constructed by them in the classroom.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8659350
10.20396/zet.v31i00.8659350
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8659350
identifier_str_mv 10.20396/zet.v31i00.8659350
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8659350/33618
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8659350/33619
dc.rights.driver.fl_str_mv Copyright (c) 2023 Zetetiké
https://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Zetetiké
https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.coverage.none.fl_str_mv Brazil; Contemporany
Brasil; Contemporâneo
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Zetetike; Vol. 31 (2023): Publicação Contínua; e023028
Zetetike; Vol. 31 (2023): Publicação Contínua; e023028
Zetetike; v. 31 (2023): Publicação Contínua; e023028
2176-1744
reponame:Zetetiké (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Zetetiké (Online)
collection Zetetiké (Online)
repository.name.fl_str_mv Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv zetetike@unicamp.br
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