State of knowledge about the Mathematics teacher educator in Brazil

Detalhes bibliográficos
Autor(a) principal: Coura, Flávia Cristina Figueiredo
Data de Publicação: 2017
Outros Autores: Passos, Cármen Lúcia Brancaglion
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8647556
Resumo: This study aims to describe and systematize the knowledge produced in the researches from 2001 to 2012 thatbring results on the Mathematics teacher educator and were developed in Brazilian postgraduate programs in theareas of Education and Teaching. From the full reading of the text of the 30 investigations identified, aqualitative analysis was made, which made it possible to group these studies into two themes. The resultsindicate that the conceptions and practices of university teachers working in the Mathematics Degree haveimplications for the education teaching of future Mathematics teachers and that knowledge is constituted andconstitutive of the teacher's teaching practice, because to dominate them, to integrate them and to mobilize themwould be conditions to realize them. These researches do not discriminate the specific knowledges of the teachereducator, necessary for his professional activity, or to what extent they differ from the knowledge of the teacherthat he forms.
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spelling State of knowledge about the Mathematics teacher educator in BrazilEstado do conhecimento sobre o formador de professores de Matemática no BrasilKnowledge stateTeacher of Mathematics teachers Education teachers in mathematicsEstado do conhecimentoFormador de professores de matemáticaFormação de professores de matemáticaThis study aims to describe and systematize the knowledge produced in the researches from 2001 to 2012 thatbring results on the Mathematics teacher educator and were developed in Brazilian postgraduate programs in theareas of Education and Teaching. From the full reading of the text of the 30 investigations identified, aqualitative analysis was made, which made it possible to group these studies into two themes. The resultsindicate that the conceptions and practices of university teachers working in the Mathematics Degree haveimplications for the education teaching of future Mathematics teachers and that knowledge is constituted andconstitutive of the teacher's teaching practice, because to dominate them, to integrate them and to mobilize themwould be conditions to realize them. These researches do not discriminate the specific knowledges of the teachereducator, necessary for his professional activity, or to what extent they differ from the knowledge of the teacherthat he forms.Este estudo tem o objetivo de descrever e sistematizar o conhecimento produzido nas pesquisas defendidas de 2001 a 2012 que trazem resultados sobre o formador de professores de Matemática e foram desenvolvidas em programas brasileiros de pós-graduação stricto sensu das áreas de Educação e Ensino. A partir da leitura integral do texto das 30 investigações identificadas, foi feita uma análise qualitativa, que possibilitou agrupar esses estudos em duas temáticas. Os resultados indicam que as concepções e as práticas dos docentes da universidade que atuam na Licenciatura em Matemática têm implicações na formação dos futuros professores e que os saberes são constituídos e constitutivos da prática docente do formador, pois dominá-los, integrá-los e mobilizá-los são condições para que essa formação ocorra. Essas pesquisas não discriminaram os saberes específicos do formador, necessários à sua atividade profissional, nem indicaram em que medida se diferenciam dos saberes do professor que ele forma.Universidade Estadual de Campinas2017-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/mswordhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864755610.20396/zet.v25i1.8647556Zetetike; Vol. 25 No. 1 (2017): Dossiê Temático; 7-26Zetetike; Vol. 25 Núm. 1 (2017): Dossiê Temático; 7-26Zetetike; v. 25 n. 1 (2017): Dossiê Temático; 7-262176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8647556/15716https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8647556/19907Brazil; ContemporaryBrasil; ContemporâneoCopyright (c) 2017 Zetetikehttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessCoura, Flávia Cristina FigueiredoPassos, Cármen Lúcia Brancaglion2023-12-15T13:05:44Zoai:ojs.periodicos.sbu.unicamp.br:article/8647556Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-12-15T13:05:44Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv State of knowledge about the Mathematics teacher educator in Brazil
Estado do conhecimento sobre o formador de professores de Matemática no Brasil
title State of knowledge about the Mathematics teacher educator in Brazil
spellingShingle State of knowledge about the Mathematics teacher educator in Brazil
Coura, Flávia Cristina Figueiredo
Knowledge state
Teacher of Mathematics teachers
Education teachers in mathematics
Estado do conhecimento
Formador de professores de matemática
Formação de professores de matemática
title_short State of knowledge about the Mathematics teacher educator in Brazil
title_full State of knowledge about the Mathematics teacher educator in Brazil
title_fullStr State of knowledge about the Mathematics teacher educator in Brazil
title_full_unstemmed State of knowledge about the Mathematics teacher educator in Brazil
title_sort State of knowledge about the Mathematics teacher educator in Brazil
author Coura, Flávia Cristina Figueiredo
author_facet Coura, Flávia Cristina Figueiredo
Passos, Cármen Lúcia Brancaglion
author_role author
author2 Passos, Cármen Lúcia Brancaglion
author2_role author
dc.contributor.author.fl_str_mv Coura, Flávia Cristina Figueiredo
Passos, Cármen Lúcia Brancaglion
dc.subject.por.fl_str_mv Knowledge state
Teacher of Mathematics teachers
Education teachers in mathematics
Estado do conhecimento
Formador de professores de matemática
Formação de professores de matemática
topic Knowledge state
Teacher of Mathematics teachers
Education teachers in mathematics
Estado do conhecimento
Formador de professores de matemática
Formação de professores de matemática
description This study aims to describe and systematize the knowledge produced in the researches from 2001 to 2012 thatbring results on the Mathematics teacher educator and were developed in Brazilian postgraduate programs in theareas of Education and Teaching. From the full reading of the text of the 30 investigations identified, aqualitative analysis was made, which made it possible to group these studies into two themes. The resultsindicate that the conceptions and practices of university teachers working in the Mathematics Degree haveimplications for the education teaching of future Mathematics teachers and that knowledge is constituted andconstitutive of the teacher's teaching practice, because to dominate them, to integrate them and to mobilize themwould be conditions to realize them. These researches do not discriminate the specific knowledges of the teachereducator, necessary for his professional activity, or to what extent they differ from the knowledge of the teacherthat he forms.
publishDate 2017
dc.date.none.fl_str_mv 2017-04-30
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/8647556
10.20396/zet.v25i1.8647556
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8647556
identifier_str_mv 10.20396/zet.v25i1.8647556
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/8647556/15716
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8647556/19907
dc.rights.driver.fl_str_mv Copyright (c) 2017 Zetetike
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Zetetike
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/msword
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. 25 No. 1 (2017): Dossiê Temático; 7-26
Zetetike; Vol. 25 Núm. 1 (2017): Dossiê Temático; 7-26
Zetetike; v. 25 n. 1 (2017): Dossiê Temático; 7-26
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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