Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II

Detalhes bibliográficos
Autor(a) principal: Costa, Reginaldo Rodrigues da
Data de Publicação: 2022
Outros Autores: Bezerra, Fabiane Aparecida de Almeida
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8667881
Resumo: This paper aims to present knowledge to teach and knowledge for teaching Mathematics present in the eight-module project named Didactics of Mathematics of the Logos Project II, which aims at qualifying high school lay teachers who were working in some regions of Brazil. The research was based on Cultural History which mobilized conceptions of Knowledge to Teach and Knowledge for Teaching in Teacher Education by Hofstetter and Schneuwly (2017, 2003); and Valente (2017, 2017a, 2007, 2004). We attempted to answer the following question: What mathematical knowledge and methodological guidelines were conveyed in the Logos Project? There are indications that there was an articulation between knowledge to teach and knowledge for teaching Mathematics in this course. Furthermore, we observed an interplay of three pedagogical trends: modern formalist, technicial and empirical-activist. Apparently, the teachers were in touch with the professional knowledge, enabling them to carry out the task of teaching mathematics.
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spelling Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project IIOs saberes matemáticos na formação do professor leigo: o currículo do projeto LOGOS IIProjeto Logos IISaberes a ensinarSaberes para ensinarProfessor leigoLogos project IILay teachersKnowledge to teachKnowledge for teachingThis paper aims to present knowledge to teach and knowledge for teaching Mathematics present in the eight-module project named Didactics of Mathematics of the Logos Project II, which aims at qualifying high school lay teachers who were working in some regions of Brazil. The research was based on Cultural History which mobilized conceptions of Knowledge to Teach and Knowledge for Teaching in Teacher Education by Hofstetter and Schneuwly (2017, 2003); and Valente (2017, 2017a, 2007, 2004). We attempted to answer the following question: What mathematical knowledge and methodological guidelines were conveyed in the Logos Project? There are indications that there was an articulation between knowledge to teach and knowledge for teaching Mathematics in this course. Furthermore, we observed an interplay of three pedagogical trends: modern formalist, technicial and empirical-activist. Apparently, the teachers were in touch with the professional knowledge, enabling them to carry out the task of teaching mathematics.O objetivo desse texto é apresentar os saberes a e para ensinar matemática, presentes nos oito módulos de Didática da Matemática do Projeto Logos II que visava habilitar, no nível de 2º Grau, professores leigos que estavam atuando em algumas regiões do Brasil. A pesquisa foi orientada pela História Cultural, mobilizou os conceitos de saberes a e para ensinar de Hofstetter e Schneuwly (2017, 2003); de Valente (2017, 2017a, 2007, 2004).  Procuramos responder a seguinte questão: Quais saberes matemáticos e orientações metodológicas foram veiculados no Projeto Logos? Há indícios que nesse curso havia uma articulação entre os saberes a e para ensinar Matemática. Além disso, observamos uma interação de três tendências pedagógicas: formalista moderna, tecnicista e empírico-ativista. Ao que tudo indica, os professores tiveram contato com os saberes profissionais dando condições para realizar a tarefa de ensinar matemática.Universidade Estadual de Campinas2022-05-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/866788110.20396/zet.v30i00.8667881Zetetike; Vol. 30 (2022): Publicação Contínua; e022002Zetetike; Vol. 30 (2022): Publicação Contínua; e022002Zetetike; v. 30 (2022): Publicação Contínua; e0220022176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8667881/28492https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8667881/28493Brazil; Century XXBrasil; Século XXCopyright (c) 2022 Zetetikéhttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessCosta, Reginaldo Rodrigues daBezerra, Fabiane Aparecida de Almeida2024-01-16T16:04:06Zoai:ojs.periodicos.sbu.unicamp.br:article/8667881Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2024-01-16T16:04:06Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II
Os saberes matemáticos na formação do professor leigo: o currículo do projeto LOGOS II
title Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II
spellingShingle Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II
Costa, Reginaldo Rodrigues da
Projeto Logos II
Saberes a ensinar
Saberes para ensinar
Professor leigo
Logos project II
Lay teachers
Knowledge to teach
Knowledge for teaching
title_short Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II
title_full Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II
title_fullStr Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II
title_full_unstemmed Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II
title_sort Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II
author Costa, Reginaldo Rodrigues da
author_facet Costa, Reginaldo Rodrigues da
Bezerra, Fabiane Aparecida de Almeida
author_role author
author2 Bezerra, Fabiane Aparecida de Almeida
author2_role author
dc.contributor.author.fl_str_mv Costa, Reginaldo Rodrigues da
Bezerra, Fabiane Aparecida de Almeida
dc.subject.por.fl_str_mv Projeto Logos II
Saberes a ensinar
Saberes para ensinar
Professor leigo
Logos project II
Lay teachers
Knowledge to teach
Knowledge for teaching
topic Projeto Logos II
Saberes a ensinar
Saberes para ensinar
Professor leigo
Logos project II
Lay teachers
Knowledge to teach
Knowledge for teaching
description This paper aims to present knowledge to teach and knowledge for teaching Mathematics present in the eight-module project named Didactics of Mathematics of the Logos Project II, which aims at qualifying high school lay teachers who were working in some regions of Brazil. The research was based on Cultural History which mobilized conceptions of Knowledge to Teach and Knowledge for Teaching in Teacher Education by Hofstetter and Schneuwly (2017, 2003); and Valente (2017, 2017a, 2007, 2004). We attempted to answer the following question: What mathematical knowledge and methodological guidelines were conveyed in the Logos Project? There are indications that there was an articulation between knowledge to teach and knowledge for teaching Mathematics in this course. Furthermore, we observed an interplay of three pedagogical trends: modern formalist, technicial and empirical-activist. Apparently, the teachers were in touch with the professional knowledge, enabling them to carry out the task of teaching mathematics.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-05
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/8667881
10.20396/zet.v30i00.8667881
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8667881
identifier_str_mv 10.20396/zet.v30i00.8667881
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/8667881/28492
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8667881/28493
dc.rights.driver.fl_str_mv Copyright (c) 2022 Zetetiké
https://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 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; Century XX
Brasil; Século XX
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. 30 (2022): Publicação Contínua; e022002
Zetetike; Vol. 30 (2022): Publicação Contínua; e022002
Zetetike; v. 30 (2022): Publicação Contínua; e022002
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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