The practice of knowledge and knowing about one’s practice in geometry: the analysis of a movement experienced by a group of teachers working at the first years of Elementary School

Detalhes bibliográficos
Autor(a) principal: Marquesin, Denise Filomena Bagne
Data de Publicação: 2011
Outros Autores: Nacarato, Adair Mendes
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646647
Resumo: The aim of this article is to analyze the movement between collective and individual workexperienced by a of collaborative work group, constituted in a public school on the countrysideof Jundiaí, SP. The study included the participation of four Elementary School teachers, onecoordinator and one researcher-educator. The group had regular meetings in 2005 and 2006 inorder to learn geometry and then teach it to their students. The analyzed documents included thetranscription of initial interviews and refl exive talks, the researcher-educator’s fi eld diary, the transcription of audio recordings of meetings, and narratives produced by the teachers. The movementexperienced by the group shows that the teachers evolved from the state of not knowing geometryas a curricular element to a period of empirical work with geometry and then, with practice, to the state of (re)valuing their professional knowledge in geometry. Such change was made possible bytheoretical reading, classroom experience and the production of written narratives.
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spelling The practice of knowledge and knowing about one’s practice in geometry: the analysis of a movement experienced by a group of teachers working at the first years of Elementary SchoolA prática do saber e o saber da prática em geometria: análise do movimento vivido por um grupo de professoras dos anos iniciais do ensino fundamentalSaberes profissionaisEnsino de geometriaTrabalho colaborativosaberes profissionaisensino de geometriatrabalho colaborativoProfessional knowledgeGeometry teaching Collaborative workThe aim of this article is to analyze the movement between collective and individual workexperienced by a of collaborative work group, constituted in a public school on the countrysideof Jundiaí, SP. The study included the participation of four Elementary School teachers, onecoordinator and one researcher-educator. The group had regular meetings in 2005 and 2006 inorder to learn geometry and then teach it to their students. The analyzed documents included thetranscription of initial interviews and refl exive talks, the researcher-educator’s fi eld diary, the transcription of audio recordings of meetings, and narratives produced by the teachers. The movementexperienced by the group shows that the teachers evolved from the state of not knowing geometryas a curricular element to a period of empirical work with geometry and then, with practice, to the state of (re)valuing their professional knowledge in geometry. Such change was made possible bytheoretical reading, classroom experience and the production of written narratives.Este artigo visa analisar o movimento entre o coletivo e o singular vivido por um grupo de trabalho colaborativo, constituído no interior de uma escola pública de zona rural da cidade de Jundiaí/SP, o qual contou com a participação de quatro professoras dos anos iniciais do Ensino Fundamental, uma coordenadora e a pesquisadora-formadora. O grupo reuniu-se periodicamente em 2005 e 2006, com o objetivo de aprender geometria para ensinar a seus alunos. Os documentos para análise consistiram de: transcrições das entrevistas iniciais e das conversas reflexivas; diário de campo da pesquisadora-formadora; transcrição das audiogravações dos encontros; e narrativas produzidas pelas professoras. O movimento experienciado pelo grupo evidencia que, de um desconhecimento da geometria como componente curricular, as professoras passaram por um período de vivência empírica da geometria para, posteriormente, a partir da prática, (re)significarem seus saberes profissionais em geometria. Tal transformação foi possibilitada pelas leituras teóricas, pelas experiências de sala de aula e pela produção de narrativas escritas.Universidade Estadual de Campinas2011-05-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864664710.20396/zet.v19i35.8646647Zetetike; Vol. 19 No. 1 (2011): jan./jun. [35]; 103-137Zetetike; Vol. 19 Núm. 1 (2011): jan./jun. [35]; 103-137Zetetike; v. 19 n. 1 (2011): jan./jun. [35]; 103-1372176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646647/13549Brazil; 2011Brasil; 2011Copyright (c) 2014 Zetetiké: Revista de Educação Matemáticahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessMarquesin, Denise Filomena BagneNacarato, Adair Mendes2023-11-17T13:23:54Zoai:ojs.periodicos.sbu.unicamp.br:article/8646647Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-11-17T13:23:54Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv The practice of knowledge and knowing about one’s practice in geometry: the analysis of a movement experienced by a group of teachers working at the first years of Elementary School
A prática do saber e o saber da prática em geometria: análise do movimento vivido por um grupo de professoras dos anos iniciais do ensino fundamental
title The practice of knowledge and knowing about one’s practice in geometry: the analysis of a movement experienced by a group of teachers working at the first years of Elementary School
spellingShingle The practice of knowledge and knowing about one’s practice in geometry: the analysis of a movement experienced by a group of teachers working at the first years of Elementary School
Marquesin, Denise Filomena Bagne
Saberes profissionais
Ensino de geometria
Trabalho colaborativo
saberes profissionais
ensino de geometria
trabalho colaborativo
Professional knowledge
Geometry teaching
Collaborative work
title_short The practice of knowledge and knowing about one’s practice in geometry: the analysis of a movement experienced by a group of teachers working at the first years of Elementary School
title_full The practice of knowledge and knowing about one’s practice in geometry: the analysis of a movement experienced by a group of teachers working at the first years of Elementary School
title_fullStr The practice of knowledge and knowing about one’s practice in geometry: the analysis of a movement experienced by a group of teachers working at the first years of Elementary School
title_full_unstemmed The practice of knowledge and knowing about one’s practice in geometry: the analysis of a movement experienced by a group of teachers working at the first years of Elementary School
title_sort The practice of knowledge and knowing about one’s practice in geometry: the analysis of a movement experienced by a group of teachers working at the first years of Elementary School
author Marquesin, Denise Filomena Bagne
author_facet Marquesin, Denise Filomena Bagne
Nacarato, Adair Mendes
author_role author
author2 Nacarato, Adair Mendes
author2_role author
dc.contributor.author.fl_str_mv Marquesin, Denise Filomena Bagne
Nacarato, Adair Mendes
dc.subject.por.fl_str_mv Saberes profissionais
Ensino de geometria
Trabalho colaborativo
saberes profissionais
ensino de geometria
trabalho colaborativo
Professional knowledge
Geometry teaching
Collaborative work
topic Saberes profissionais
Ensino de geometria
Trabalho colaborativo
saberes profissionais
ensino de geometria
trabalho colaborativo
Professional knowledge
Geometry teaching
Collaborative work
description The aim of this article is to analyze the movement between collective and individual workexperienced by a of collaborative work group, constituted in a public school on the countrysideof Jundiaí, SP. The study included the participation of four Elementary School teachers, onecoordinator and one researcher-educator. The group had regular meetings in 2005 and 2006 inorder to learn geometry and then teach it to their students. The analyzed documents included thetranscription of initial interviews and refl exive talks, the researcher-educator’s fi eld diary, the transcription of audio recordings of meetings, and narratives produced by the teachers. The movementexperienced by the group shows that the teachers evolved from the state of not knowing geometryas a curricular element to a period of empirical work with geometry and then, with practice, to the state of (re)valuing their professional knowledge in geometry. Such change was made possible bytheoretical reading, classroom experience and the production of written narratives.
publishDate 2011
dc.date.none.fl_str_mv 2011-05-26
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/8646647
10.20396/zet.v19i35.8646647
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646647
identifier_str_mv 10.20396/zet.v19i35.8646647
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/8646647/13549
dc.rights.driver.fl_str_mv Copyright (c) 2014 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) 2014 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; 2011
Brasil; 2011
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. 19 No. 1 (2011): jan./jun. [35]; 103-137
Zetetike; Vol. 19 Núm. 1 (2011): jan./jun. [35]; 103-137
Zetetike; v. 19 n. 1 (2011): jan./jun. [35]; 103-137
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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