STUDENT ASSISTANCE AND SOCIAL VULNERABILITY: Study of pedagogical projects of seven undergraduate course in mathematics:
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Olh@res (Universidade Federal de São Paulo) |
Texto Completo: | https://periodicos.unifesp.br/index.php/olhares/article/view/14494 |
Resumo: | The aim of the paper was to analyze the pedagogical projects of the Undergraduate Course in Mathematics (PPCGM) of the Federal Institute of Education of Maranhão (IFMA)the issue of social vulnerability and its relationship with the objectives of student assistance policy in Brazil. Based on bibliographical and documentary research, data were collected from September to November 2022, and the method of content analysis was used, guided by the book of Bardin (2011). Part of the information was organized in a diagram built in the Gephi software. The data analysis was structured in four categories. As for the ideological conception of PPCGM in relation to the initial teacher training, the results showed that all PPCGM had a strong foundation in relation to the social context, and also with the organization of the curriculum. Regarding the ideas presented in the menus, of the seven PPCGM analyzed, six had menus with themes that discussed the production of scientific knowledge, social practices and diversity. In addition, of the seven PPCGM, six revealed fourteen authors in which their works presented the term "social" descriptor, cited as an indication for reading. Finally, regarding the actions for permanence, the results are not encouraging, because IFMA’s PPCGM do not address actions to reduce social vulnerability, nor the permanence policy and the completion of their courses. |
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STUDENT ASSISTANCE AND SOCIAL VULNERABILITY: Study of pedagogical projects of seven undergraduate course in mathematics: ASSISTÊNCIA ESTUDANTIL E VULNERABILIDADE SOCIAL: Estudo de projetos pedagógicos de sete cursos de graduação em matemática: Higher EducationPedagogical projectAssistance to StudentTeacher’s initial trainingMathematicsEducação SuperiorProjeto PedagógicoAssistência ao EducandoFormação Inicial do ProfessorMatemáticaThe aim of the paper was to analyze the pedagogical projects of the Undergraduate Course in Mathematics (PPCGM) of the Federal Institute of Education of Maranhão (IFMA)the issue of social vulnerability and its relationship with the objectives of student assistance policy in Brazil. Based on bibliographical and documentary research, data were collected from September to November 2022, and the method of content analysis was used, guided by the book of Bardin (2011). Part of the information was organized in a diagram built in the Gephi software. The data analysis was structured in four categories. As for the ideological conception of PPCGM in relation to the initial teacher training, the results showed that all PPCGM had a strong foundation in relation to the social context, and also with the organization of the curriculum. Regarding the ideas presented in the menus, of the seven PPCGM analyzed, six had menus with themes that discussed the production of scientific knowledge, social practices and diversity. In addition, of the seven PPCGM, six revealed fourteen authors in which their works presented the term "social" descriptor, cited as an indication for reading. Finally, regarding the actions for permanence, the results are not encouraging, because IFMA’s PPCGM do not address actions to reduce social vulnerability, nor the permanence policy and the completion of their courses.O objetivo do artigo foi analisar os projetos pedagógicos do curso de Graduação em Matemática (PPCGM) do Instituto Federal de Ensino do Maranhão (IFMA), enfocando a questão da vulnerabilidade social e sua relação com os objetivos da política de assistência estudantil no Brasil. Com base em pesquisa bibliográfica e documental, os dados foram coletados de setembro a novembro de 2022, e utilizou-se o método de análise de conteúdo, orientado pelo livro de Bardin (2011). Parte das informações foram organizadas em um diagrama construído no software Gephi. A análise dos dados foi estruturada em quatro categorias. Quanto a concepção ideológica dos PPCGM em relação à formação inicial do professor, os resultados mostraram que todos os PPCGM apresentavam um forte embasamento com relação ao contexto social, e também com a organização do currículo. No que tange ao ideário apresentado nas ementas, dos sete PPCGM analisados, seis tinham ementas com temas que discutiam a produção do conhecimento científico, as práticas sociais e diversidade. Além disso, dos sete PPCGM, seis revelaram quatorze autores em que nas suas obras apresentavam o termo descritor “social”, citados como indicação para leitura. Por fim, no que concerne as ações para a permanência, os resultados não são animadores, pois os PPCGM do IFMA não abordam as ações para reduzir a vulnerabilidade social, tão pouco a política de permanência e a conclusão de seus cursos.Universidade Federal de São Paulo2022-12-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unifesp.br/index.php/olhares/article/view/1449410.34024/olhares.2022.v10.14494Olhares: Revista do Departamento de Educação da Unifesp; v. 10 n. 1 (2022): Revista Olhares - UNIFESP - Publicação contínua (continuous publishing)2317-7853reponame:Olh@res (Universidade Federal de São Paulo)instname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESPporhttps://periodicos.unifesp.br/index.php/olhares/article/view/14494/10385Copyright (c) 2022 Francisco Alexandre de Lima Sales, Leila do Socorro Rodrigues Feio, Eliane Leal Vasquez, Reullyanne Freitas de Aguiarhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSales, Francisco Alexandre de Lima Feio, Leila do Socorro Rodrigues Vasquez, Eliane Leal Aguiar, Reullyanne Freitas de 2023-01-24T04:05:26Zoai:ojs.pkp.sfu.ca:article/14494Revistahttp://www.olhares.unifesp.br/index.php/olhares/indexPUBhttp://www.olhares.unifesp.br/index.php/olhares/oai||revistaeducacaounifesp@gmail.com|| remarcilio@gmail.com2317-78532317-7853opendoar:2023-01-24T04:05:26Olh@res (Universidade Federal de São Paulo) - Universidade Federal de São Paulo (UNIFESP)false |
dc.title.none.fl_str_mv |
STUDENT ASSISTANCE AND SOCIAL VULNERABILITY: Study of pedagogical projects of seven undergraduate course in mathematics: ASSISTÊNCIA ESTUDANTIL E VULNERABILIDADE SOCIAL: Estudo de projetos pedagógicos de sete cursos de graduação em matemática: |
title |
STUDENT ASSISTANCE AND SOCIAL VULNERABILITY: Study of pedagogical projects of seven undergraduate course in mathematics: |
spellingShingle |
STUDENT ASSISTANCE AND SOCIAL VULNERABILITY: Study of pedagogical projects of seven undergraduate course in mathematics: Sales, Francisco Alexandre de Lima Higher Education Pedagogical project Assistance to Student Teacher’s initial training Mathematics Educação Superior Projeto Pedagógico Assistência ao Educando Formação Inicial do Professor Matemática |
title_short |
STUDENT ASSISTANCE AND SOCIAL VULNERABILITY: Study of pedagogical projects of seven undergraduate course in mathematics: |
title_full |
STUDENT ASSISTANCE AND SOCIAL VULNERABILITY: Study of pedagogical projects of seven undergraduate course in mathematics: |
title_fullStr |
STUDENT ASSISTANCE AND SOCIAL VULNERABILITY: Study of pedagogical projects of seven undergraduate course in mathematics: |
title_full_unstemmed |
STUDENT ASSISTANCE AND SOCIAL VULNERABILITY: Study of pedagogical projects of seven undergraduate course in mathematics: |
title_sort |
STUDENT ASSISTANCE AND SOCIAL VULNERABILITY: Study of pedagogical projects of seven undergraduate course in mathematics: |
author |
Sales, Francisco Alexandre de Lima |
author_facet |
Sales, Francisco Alexandre de Lima Feio, Leila do Socorro Rodrigues Vasquez, Eliane Leal Aguiar, Reullyanne Freitas de |
author_role |
author |
author2 |
Feio, Leila do Socorro Rodrigues Vasquez, Eliane Leal Aguiar, Reullyanne Freitas de |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Sales, Francisco Alexandre de Lima Feio, Leila do Socorro Rodrigues Vasquez, Eliane Leal Aguiar, Reullyanne Freitas de |
dc.subject.por.fl_str_mv |
Higher Education Pedagogical project Assistance to Student Teacher’s initial training Mathematics Educação Superior Projeto Pedagógico Assistência ao Educando Formação Inicial do Professor Matemática |
topic |
Higher Education Pedagogical project Assistance to Student Teacher’s initial training Mathematics Educação Superior Projeto Pedagógico Assistência ao Educando Formação Inicial do Professor Matemática |
description |
The aim of the paper was to analyze the pedagogical projects of the Undergraduate Course in Mathematics (PPCGM) of the Federal Institute of Education of Maranhão (IFMA)the issue of social vulnerability and its relationship with the objectives of student assistance policy in Brazil. Based on bibliographical and documentary research, data were collected from September to November 2022, and the method of content analysis was used, guided by the book of Bardin (2011). Part of the information was organized in a diagram built in the Gephi software. The data analysis was structured in four categories. As for the ideological conception of PPCGM in relation to the initial teacher training, the results showed that all PPCGM had a strong foundation in relation to the social context, and also with the organization of the curriculum. Regarding the ideas presented in the menus, of the seven PPCGM analyzed, six had menus with themes that discussed the production of scientific knowledge, social practices and diversity. In addition, of the seven PPCGM, six revealed fourteen authors in which their works presented the term "social" descriptor, cited as an indication for reading. Finally, regarding the actions for permanence, the results are not encouraging, because IFMA’s PPCGM do not address actions to reduce social vulnerability, nor the permanence policy and the completion of their courses. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-28 |
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://periodicos.unifesp.br/index.php/olhares/article/view/14494 10.34024/olhares.2022.v10.14494 |
url |
https://periodicos.unifesp.br/index.php/olhares/article/view/14494 |
identifier_str_mv |
10.34024/olhares.2022.v10.14494 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unifesp.br/index.php/olhares/article/view/14494/10385 |
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 |
Universidade Federal de São Paulo |
publisher.none.fl_str_mv |
Universidade Federal de São Paulo |
dc.source.none.fl_str_mv |
Olhares: Revista do Departamento de Educação da Unifesp; v. 10 n. 1 (2022): Revista Olhares - UNIFESP - Publicação contínua (continuous publishing) 2317-7853 reponame:Olh@res (Universidade Federal de São Paulo) instname:Universidade Federal de São Paulo (UNIFESP) instacron:UNIFESP |
instname_str |
Universidade Federal de São Paulo (UNIFESP) |
instacron_str |
UNIFESP |
institution |
UNIFESP |
reponame_str |
Olh@res (Universidade Federal de São Paulo) |
collection |
Olh@res (Universidade Federal de São Paulo) |
repository.name.fl_str_mv |
Olh@res (Universidade Federal de São Paulo) - Universidade Federal de São Paulo (UNIFESP) |
repository.mail.fl_str_mv |
||revistaeducacaounifesp@gmail.com|| remarcilio@gmail.com |
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1809463235195174912 |