Teaching knowledge and vocational training: the importance of the relationship between daily knowledge and school knowledge in teaching and mathematical learning in basic education
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Data de Publicação: | 2022 |
Outros Autores: | , , , , , |
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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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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1797052826504921088 |