Written reflective teachers teaching math while developed products educational, collectively

Detalhes bibliográficos
Autor(a) principal: Sousa, Maria do do Carmo de
Data de Publicação: 2016
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646528
Resumo: This paper presents reflective writings of Basic Education teachers who teach mathematics, arising from individual and collective syntheses made during a qualitative research, participant and longitudinal type, with work methodology called collaborative partnership, whose theme was related to the development of educational products . From interpretive analysis were defined the themes: difficulties and teacher questions on curriculum implementation that disregard their interests; definition of educational activity and questions about mathematical truths presented at teacher training and do teaching. Reflective writing enabled us to understand pedagogical discourses guiding the school practices of teachers, revealed anxieties that come forward during the process of professional forming themselves-teaching and problematized the organization of schooling they provide.
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spelling Written reflective teachers teaching math while developed products educational, collectivelyEscritas reflexivas de professores que ensinam matemática enquanto desenvolvem produtos educacionais, coletivamenteAtividades de ensinoObservatório da Educação (OBEDUC)Parcerias colaborativaOficial e dirigidaPolítica nacional de formação de professoresFormação de professores (desenvolvimento profissional e/ou condição docente)Teaching activitiesObservatory of education (OBEDUC)Collaborative partnershipsOfficial and directedNational policy training teachersTeachers training (professional developmentteaching conditions)This paper presents reflective writings of Basic Education teachers who teach mathematics, arising from individual and collective syntheses made during a qualitative research, participant and longitudinal type, with work methodology called collaborative partnership, whose theme was related to the development of educational products . From interpretive analysis were defined the themes: difficulties and teacher questions on curriculum implementation that disregard their interests; definition of educational activity and questions about mathematical truths presented at teacher training and do teaching. Reflective writing enabled us to understand pedagogical discourses guiding the school practices of teachers, revealed anxieties that come forward during the process of professional forming themselves-teaching and problematized the organization of schooling they provide.Este artigo apresenta escritas reflexivas de professores da Educação Básica que ensinam Matemática, decorrentes de sínteses individuais e coletivas feitas durante uma investigação qualitativa, do tipo participante e longitudinal, com metodologia de trabalho denominada parceria colaborativa, cuja temática se relacionou ao desenvolvimento de produtos educacionais. A partir de análise interpretativa definiram-se os eixos temáticos: dificuldades e questionamentos de professores sobre implementação curricular que desconsideram suas participações; definição do conceito de atividade de ensino; e questionamentos sobre verdades matemáticas apresentadas na formação de professores e o fazer docente. As escritas reflexivas permitiram compreender discursos pedagógicos norteadores das práticas escolares de professores, revelaram angústias que se manifestaram durante o processo de constituírem-se profissionais do ensino e problematizaram a organização do ensino que ministram.  Universidade Estadual de Campinas2016-05-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864652810.20396/zet.v24i45.8646528Zetetike; Vol. 24 No. 1 (2016): Professional development of teachers who teach Mathematics: collaboration and under the Obeduc; 43-58Zetetike; Vol. 24 Núm. 1 (2016): jan./abr. [45]; 43-58Zetetike; v. 24 n. 1 (2016): jan./abr. [45]; 43-582176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646528/13428Brazil; ContemporaryBrasil; ContemporâneoCopyright (c) 2016 Zetetiké: Revista de Educação Matemáticahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSousa, Maria do do Carmo de2023-12-11T16:40:12Zoai:ojs.periodicos.sbu.unicamp.br:article/8646528Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-12-11T16:40:12Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Written reflective teachers teaching math while developed products educational, collectively
Escritas reflexivas de professores que ensinam matemática enquanto desenvolvem produtos educacionais, coletivamente
title Written reflective teachers teaching math while developed products educational, collectively
spellingShingle Written reflective teachers teaching math while developed products educational, collectively
Sousa, Maria do do Carmo de
Atividades de ensino
Observatório da Educação (OBEDUC)
Parcerias colaborativa
Oficial e dirigida
Política nacional de formação de professores
Formação de professores (desenvolvimento profissional e/ou condição docente)
Teaching activities
Observatory of education (OBEDUC)
Collaborative partnerships
Official and directed
National policy training teachers
Teachers training (professional development
teaching conditions)
title_short Written reflective teachers teaching math while developed products educational, collectively
title_full Written reflective teachers teaching math while developed products educational, collectively
title_fullStr Written reflective teachers teaching math while developed products educational, collectively
title_full_unstemmed Written reflective teachers teaching math while developed products educational, collectively
title_sort Written reflective teachers teaching math while developed products educational, collectively
author Sousa, Maria do do Carmo de
author_facet Sousa, Maria do do Carmo de
author_role author
dc.contributor.author.fl_str_mv Sousa, Maria do do Carmo de
dc.subject.por.fl_str_mv Atividades de ensino
Observatório da Educação (OBEDUC)
Parcerias colaborativa
Oficial e dirigida
Política nacional de formação de professores
Formação de professores (desenvolvimento profissional e/ou condição docente)
Teaching activities
Observatory of education (OBEDUC)
Collaborative partnerships
Official and directed
National policy training teachers
Teachers training (professional development
teaching conditions)
topic Atividades de ensino
Observatório da Educação (OBEDUC)
Parcerias colaborativa
Oficial e dirigida
Política nacional de formação de professores
Formação de professores (desenvolvimento profissional e/ou condição docente)
Teaching activities
Observatory of education (OBEDUC)
Collaborative partnerships
Official and directed
National policy training teachers
Teachers training (professional development
teaching conditions)
description This paper presents reflective writings of Basic Education teachers who teach mathematics, arising from individual and collective syntheses made during a qualitative research, participant and longitudinal type, with work methodology called collaborative partnership, whose theme was related to the development of educational products . From interpretive analysis were defined the themes: difficulties and teacher questions on curriculum implementation that disregard their interests; definition of educational activity and questions about mathematical truths presented at teacher training and do teaching. Reflective writing enabled us to understand pedagogical discourses guiding the school practices of teachers, revealed anxieties that come forward during the process of professional forming themselves-teaching and problematized the organization of schooling they provide.
publishDate 2016
dc.date.none.fl_str_mv 2016-05-13
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/8646528
10.20396/zet.v24i45.8646528
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646528
identifier_str_mv 10.20396/zet.v24i45.8646528
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/8646528/13428
dc.rights.driver.fl_str_mv Copyright (c) 2016 Zetetiké: Revista de Educação Matemática
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Zetetiké: Revista de Educação Matemática
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Brazil; Contemporary
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. 24 No. 1 (2016): Professional development of teachers who teach Mathematics: collaboration and under the Obeduc; 43-58
Zetetike; Vol. 24 Núm. 1 (2016): jan./abr. [45]; 43-58
Zetetike; v. 24 n. 1 (2016): jan./abr. [45]; 43-58
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
_version_ 1798329589772058624

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