Teaching knowledge and vocational training: the importance of the relationship between daily knowledge and school knowledge in teaching and mathematical learning in basic education

Detalhes bibliográficos
Autor(a) principal: Cardoso, Raiane Ribeiro
Data de Publicação: 2022
Outros Autores: Valente, Francilene Farias, Lobato Júnior, José Maria dos Santos, Silva, Francisco da Conceição, Lobato, Marinaldo Carvalho, Chaves Neto, Antonio Maia de Jesus, Costa, José Francisco da Silva
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/25853
Resumo: The study is the result of an investigation into teaching knowledge and the training of teachers in the teaching of mathematics, present for the importance of the relationship between everyday knowledge and school knowledge in and in the learning of mathematics. It aimed to investigate whether professional training can help the teacher in the relationship between everyday knowledge and school knowledge in the process of teaching and learning mathematics. We take as theoretical reference the studies of Freire (1996), Lorenzato (2010), Gauthier (1998), Ribeiro (1997), Franchi (1995), Nogueira et al. (2014), Andrade (2013) and PCNs of Mathematics (Brasil, 1998). We used bibliographic research, appropriating qualitative methods with analysis and discussion, relying on reading, reflection and dialogue. The results show that teachers who educated little in forming the challenge of qualified teachers for the student of reality are inserted, therefore, a great educator is in the practice of including school contents with reality, finding himself as a teacher to be a teacher if that mathematics education, in order to be more effective, takes into account the importance of the discipline and the contents of the reality and interest of the students, since its contents, I teach teaching in an individualized way, do not become an effective tool for solving problems and for the construction of new concepts. Thus, the relationship between school knowledge and everyday knowledge becomes not so important, but necessary for teaching and learning.
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spelling Teaching knowledge and vocational training: the importance of the relationship between daily knowledge and school knowledge in teaching and mathematical learning in basic educationSaber docente y formación profesional: la importancia de la relación entre el saber cotidiano y el saber escolar en la enseñanza y el aprendizaje matemático en la educación básicaO saber docente e a formação profissional: a relação entre o saber cotidiano e escolar no ensino e aprendizagem de matemática na educação básicaFormação de professoresRelação de saberesEnsino aprendizagem em matemática.Formación de profesoresRelación de saberesEnseñanza aprendizaje en matemáticas.Teacher trainingRelation of knowledgeTeaching learning in mathematics.The study is the result of an investigation into teaching knowledge and the training of teachers in the teaching of mathematics, present for the importance of the relationship between everyday knowledge and school knowledge in and in the learning of mathematics. It aimed to investigate whether professional training can help the teacher in the relationship between everyday knowledge and school knowledge in the process of teaching and learning mathematics. We take as theoretical reference the studies of Freire (1996), Lorenzato (2010), Gauthier (1998), Ribeiro (1997), Franchi (1995), Nogueira et al. (2014), Andrade (2013) and PCNs of Mathematics (Brasil, 1998). We used bibliographic research, appropriating qualitative methods with analysis and discussion, relying on reading, reflection and dialogue. The results show that teachers who educated little in forming the challenge of qualified teachers for the student of reality are inserted, therefore, a great educator is in the practice of including school contents with reality, finding himself as a teacher to be a teacher if that mathematics education, in order to be more effective, takes into account the importance of the discipline and the contents of the reality and interest of the students, since its contents, I teach teaching in an individualized way, do not become an effective tool for solving problems and for the construction of new concepts. Thus, the relationship between school knowledge and everyday knowledge becomes not so important, but necessary for teaching and learning.El estudio es el resultado de una investigación sobre la enseñanza del saber y la formación de profesores en la enseñanza de las matemáticas, presente por la importancia de la relación entre el saber cotidiano y el saber escolar en y en el aprendizaje de las matemáticas. Tuvo como objetivo investigar si la formación profesional puede auxiliar al docente en la relación entre el saber cotidiano y el saber escolar en el proceso de enseñanza y aprendizaje de las matemáticas. Tomamos como referencia teórica los estudios de Freire (1996), Lorenzato (2010), Gauthier (1998), Ribeiro (1997), Franchi (1995), Nogueira et al. (2014), Andrade (2013) y PCNs de Matemáticas (Brasil, 1998). Utilizamos la investigación bibliográfica, apropiándonos de métodos cualitativos con análisis y discusión, apoyándonos en la lectura, la reflexión y el diálogo. Los resultados muestran que se insertan docentes que educaron poco en formar el desafío de docentes capacitados para el alumno de la realidad, por lo tanto, un gran educador está en la práctica de incluir los contenidos escolares con la realidad, encontrándose como docente para ser docente si eso La educación matemática, para ser más eficaz, tiene en cuenta la importancia de la disciplina y los contenidos de la realidad e interés de los alumnos, ya que sus contenidos, que enseño la enseñanza de forma individualizada, no se convierten en una herramienta eficaz para la resolución de problemas. problemas y para la construcción de nuevos conceptos. Así, la relación del saber escolar con el saber cotidiano se torna no tan importante, pero sí necesaria para la enseñanza y el aprendizaje.O presente estudo é resultado de uma investigação que estudou os saberes docentes e a formação de professores, dando ênfase para a importância da relação entre saber cotidiano e saber escolar no ensino e na aprendizagem da Matemática. Teve como objetivo investigar se a formação profissional tem auxiliado o docente na relação entre o saber cotidiano e o saber escolar no processo de ensinar e aprender matemática. Tomamos como referencial teórico os estudos de Freire (1996), Lorenzato (2010), Gauthier (1998), Ribeiro (1997), Franchi (1995), Nogueira et al. (2014), Andrade (2013) e PCNs de Matemática (Brasil, 1998). Utilizamos da pesquisa bibliográfica, apropriando-se de métodos qualitativos com análise e discussão, apoiando-se em leitura, reflexão e diálogo. Os resultados mostram que a formação profissional de professores pouco contribui em formar docentes capazes de identificar a realidade em que o aluno está inserido, portanto, um grande desafio de ser docente está na prática de relacionar os conteúdos escolares com a realidade do educando, constatando-se que o ensino da matemática para ser mais efetivo tem a necessidade de considerarem a importância da relação entre os conteúdos das diferentes disciplinas escolares e a realidade e interesse dos alunos, pois seus conteúdos, quando abordados de forma isolada, não se tornam uma ferramenta eficaz para resolver problemas e para a construção de novos conceitos. Assim, a relação do saber escolar com o saber cotidiano se torna não só importante, mas necessário para o ensino e aprendizagem.Research, Society and Development2022-02-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2585310.33448/rsd-v11i2.25853Research, Society and Development; Vol. 11 No. 2; e51511225853Research, Society and Development; Vol. 11 Núm. 2; e51511225853Research, Society and Development; v. 11 n. 2; e515112258532525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/25853/22819Copyright (c) 2022 Raiane Ribeiro Cardoso; Francilene Farias Valente; José Maria dos Santos Lobato Júnior; Francisco da Conceição Silva; Marinaldo Carvalho Lobato; Antonio Maia de Jesus Chaves Neto; José Francisco da Silva Costahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCardoso, Raiane Ribeiro Valente, Francilene Farias Lobato Júnior, José Maria dos Santos Silva, Francisco da Conceição Lobato, Marinaldo Carvalho Chaves Neto, Antonio Maia de Jesus Costa, José Francisco da Silva 2022-02-07T01:42:50Zoai:ojs.pkp.sfu.ca:article/25853Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:44:02.208550Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Teaching knowledge and vocational training: the importance of the relationship between daily knowledge and school knowledge in teaching and mathematical learning in basic education
Saber docente y formación profesional: la importancia de la relación entre el saber cotidiano y el saber escolar en la enseñanza y el aprendizaje matemático en la educación básica
O saber docente e a formação profissional: a relação entre o saber cotidiano e escolar no ensino e aprendizagem de matemática na educação básica
title Teaching knowledge and vocational training: the importance of the relationship between daily knowledge and school knowledge in teaching and mathematical learning in basic education
spellingShingle Teaching knowledge and vocational training: the importance of the relationship between daily knowledge and school knowledge in teaching and mathematical learning in basic education
Cardoso, Raiane Ribeiro
Formação de professores
Relação de saberes
Ensino aprendizagem em matemática.
Formación de profesores
Relación de saberes
Enseñanza aprendizaje en matemáticas.
Teacher training
Relation of knowledge
Teaching learning in mathematics.
title_short Teaching knowledge and vocational training: the importance of the relationship between daily knowledge and school knowledge in teaching and mathematical learning in basic education
title_full Teaching knowledge and vocational training: the importance of the relationship between daily knowledge and school knowledge in teaching and mathematical learning in basic education
title_fullStr Teaching knowledge and vocational training: the importance of the relationship between daily knowledge and school knowledge in teaching and mathematical learning in basic education
title_full_unstemmed Teaching knowledge and vocational training: the importance of the relationship between daily knowledge and school knowledge in teaching and mathematical learning in basic education
title_sort Teaching knowledge and vocational training: the importance of the relationship between daily knowledge and school knowledge in teaching and mathematical learning in basic education
author Cardoso, Raiane Ribeiro
author_facet Cardoso, Raiane Ribeiro
Valente, Francilene Farias
Lobato Júnior, José Maria dos Santos
Silva, Francisco da Conceição
Lobato, Marinaldo Carvalho
Chaves Neto, Antonio Maia de Jesus
Costa, José Francisco da Silva
author_role author
author2 Valente, Francilene Farias
Lobato Júnior, José Maria dos Santos
Silva, Francisco da Conceição
Lobato, Marinaldo Carvalho
Chaves Neto, Antonio Maia de Jesus
Costa, José Francisco da Silva
author2_role author
author
author
author
author
author
dc.contributor.author.fl_str_mv Cardoso, Raiane Ribeiro
Valente, Francilene Farias
Lobato Júnior, José Maria dos Santos
Silva, Francisco da Conceição
Lobato, Marinaldo Carvalho
Chaves Neto, Antonio Maia de Jesus
Costa, José Francisco da Silva
dc.subject.por.fl_str_mv Formação de professores
Relação de saberes
Ensino aprendizagem em matemática.
Formación de profesores
Relación de saberes
Enseñanza aprendizaje en matemáticas.
Teacher training
Relation of knowledge
Teaching learning in mathematics.
topic Formação de professores
Relação de saberes
Ensino aprendizagem em matemática.
Formación de profesores
Relación de saberes
Enseñanza aprendizaje en matemáticas.
Teacher training
Relation of knowledge
Teaching learning in mathematics.
description The study is the result of an investigation into teaching knowledge and the training of teachers in the teaching of mathematics, present for the importance of the relationship between everyday knowledge and school knowledge in and in the learning of mathematics. It aimed to investigate whether professional training can help the teacher in the relationship between everyday knowledge and school knowledge in the process of teaching and learning mathematics. We take as theoretical reference the studies of Freire (1996), Lorenzato (2010), Gauthier (1998), Ribeiro (1997), Franchi (1995), Nogueira et al. (2014), Andrade (2013) and PCNs of Mathematics (Brasil, 1998). We used bibliographic research, appropriating qualitative methods with analysis and discussion, relying on reading, reflection and dialogue. The results show that teachers who educated little in forming the challenge of qualified teachers for the student of reality are inserted, therefore, a great educator is in the practice of including school contents with reality, finding himself as a teacher to be a teacher if that mathematics education, in order to be more effective, takes into account the importance of the discipline and the contents of the reality and interest of the students, since its contents, I teach teaching in an individualized way, do not become an effective tool for solving problems and for the construction of new concepts. Thus, the relationship between school knowledge and everyday knowledge becomes not so important, but necessary for teaching and learning.
publishDate 2022
dc.date.none.fl_str_mv 2022-02-04
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/25853
10.33448/rsd-v11i2.25853
url https://rsdjournal.org/index.php/rsd/article/view/25853
identifier_str_mv 10.33448/rsd-v11i2.25853
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/25853/22819
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 11 No. 2; e51511225853
Research, Society and Development; Vol. 11 Núm. 2; e51511225853
Research, Society and Development; v. 11 n. 2; e51511225853
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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