School planning in teacher conception: a reflection on pedagogical praxis
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Data de Publicação: | 2017 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação Matemática Debate |
Texto Completo: | https://www.periodicos.unimontes.br/index.php/emd/article/view/28 |
Resumo: | This article presents a reflection on pedagogical praxis from a qualitative research developed in discipline Projeto Integrado de Prática Educativa III (PIPE III) of the mathematics course at Faculdade de Ciências Integradas do Pontal in the Universidade Federal de Uberlândia (UFU-FACIP). The objective of this investigacion was to analyze the different methodologies of pedagogical praxis of a math teacher, seeking to understand the implications that planning can bring to the classroom context. The research consisted of interviewing a high school math teacher, showing your posture involving conceptions and praxis of teaching, as well as allowed for initial reflections. It was noted the need for readjustment of the planning done by the teacher with the reality and the dialogue on teacher-student relationships, highlighting difficulties and teaching elements that surround the process of teaching and learning in Mathematics. Keywords: Planning. Pedagogical Praxis. Mathematics. Dialogue. |
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School planning in teacher conception: a reflection on pedagogical praxisPlanejamento escolar na concepção docente: uma reflexão sobre a práxis pedagógicaThis article presents a reflection on pedagogical praxis from a qualitative research developed in discipline Projeto Integrado de Prática Educativa III (PIPE III) of the mathematics course at Faculdade de Ciências Integradas do Pontal in the Universidade Federal de Uberlândia (UFU-FACIP). The objective of this investigacion was to analyze the different methodologies of pedagogical praxis of a math teacher, seeking to understand the implications that planning can bring to the classroom context. The research consisted of interviewing a high school math teacher, showing your posture involving conceptions and praxis of teaching, as well as allowed for initial reflections. It was noted the need for readjustment of the planning done by the teacher with the reality and the dialogue on teacher-student relationships, highlighting difficulties and teaching elements that surround the process of teaching and learning in Mathematics. Keywords: Planning. Pedagogical Praxis. Mathematics. Dialogue.Este artigo apresenta uma reflexão sobre a práxis docente a partir de uma pesquisa qualitativa, desenvolvida na disciplina Projeto Integrado de Prática Educativa III (PIPE III) do curso Licenciatura em Matemática da Faculdade de Ciências Integradas do Pontal da Universidade Federal de Uberlândia (FACIP-UFU). O objetivo do trabalho era analisar as diferentes metodologias da práxis pedagógica de um professor de Matemática, buscando compreender as implicações que o planejamento escolar pode trazer para o contexto da sala de aula. A pesquisa consistiu em entrevistar um professor de Matemática do Ensino Médio, evidenciando concepções que envolvem sua postura e práxis de ensino, bem como possibilitou reflexões para a formação inicial. Constatou-se a necessidade de readequação do planejamento realizado pelo professor com a realidade escolar e o diálogo na relação professor-aluno, evidenciando dificuldades e elementos pedagógicos que circundam o processo de ensino e de aprendizagem em Matemática. Palavras-chave: Planejamento. Práxis pedagógica. Matemática. Diálogo.Editora Unimontes2017-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.unimontes.br/index.php/emd/article/view/2810.24116/emd25266136v1n22017a03Educação Matemática Debate; v. 1 n. 2 (2017): maio/ago.; 154-1722526-6136reponame:Educação Matemática Debateinstname:Universidade Estadual de Montes Claros (UNIMONTES)instacron:UNIMONTESporhttps://www.periodicos.unimontes.br/index.php/emd/article/view/28/18https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessOliveira, CristianeSantos, Anderson de Souza2023-10-08T17:09:04Zoai:ojs2.periodicos.unimontes.br:article/28Revistahttps://www.periodicos.unimontes.br/index.php/emdPUBhttps://www.periodicos.unimontes.br/index.php/emdrevista.emd@unimontes.br||2526-61362526-6136opendoar:2023-10-08T17:09:04Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)false |
dc.title.none.fl_str_mv |
School planning in teacher conception: a reflection on pedagogical praxis Planejamento escolar na concepção docente: uma reflexão sobre a práxis pedagógica |
title |
School planning in teacher conception: a reflection on pedagogical praxis |
spellingShingle |
School planning in teacher conception: a reflection on pedagogical praxis Oliveira, Cristiane |
title_short |
School planning in teacher conception: a reflection on pedagogical praxis |
title_full |
School planning in teacher conception: a reflection on pedagogical praxis |
title_fullStr |
School planning in teacher conception: a reflection on pedagogical praxis |
title_full_unstemmed |
School planning in teacher conception: a reflection on pedagogical praxis |
title_sort |
School planning in teacher conception: a reflection on pedagogical praxis |
author |
Oliveira, Cristiane |
author_facet |
Oliveira, Cristiane Santos, Anderson de Souza |
author_role |
author |
author2 |
Santos, Anderson de Souza |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Oliveira, Cristiane Santos, Anderson de Souza |
description |
This article presents a reflection on pedagogical praxis from a qualitative research developed in discipline Projeto Integrado de Prática Educativa III (PIPE III) of the mathematics course at Faculdade de Ciências Integradas do Pontal in the Universidade Federal de Uberlândia (UFU-FACIP). The objective of this investigacion was to analyze the different methodologies of pedagogical praxis of a math teacher, seeking to understand the implications that planning can bring to the classroom context. The research consisted of interviewing a high school math teacher, showing your posture involving conceptions and praxis of teaching, as well as allowed for initial reflections. It was noted the need for readjustment of the planning done by the teacher with the reality and the dialogue on teacher-student relationships, highlighting difficulties and teaching elements that surround the process of teaching and learning in Mathematics. Keywords: Planning. Pedagogical Praxis. Mathematics. Dialogue. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-08-01 |
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://www.periodicos.unimontes.br/index.php/emd/article/view/28 10.24116/emd25266136v1n22017a03 |
url |
https://www.periodicos.unimontes.br/index.php/emd/article/view/28 |
identifier_str_mv |
10.24116/emd25266136v1n22017a03 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.periodicos.unimontes.br/index.php/emd/article/view/28/18 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora Unimontes |
publisher.none.fl_str_mv |
Editora Unimontes |
dc.source.none.fl_str_mv |
Educação Matemática Debate; v. 1 n. 2 (2017): maio/ago.; 154-172 2526-6136 reponame:Educação Matemática Debate instname:Universidade Estadual de Montes Claros (UNIMONTES) instacron:UNIMONTES |
instname_str |
Universidade Estadual de Montes Claros (UNIMONTES) |
instacron_str |
UNIMONTES |
institution |
UNIMONTES |
reponame_str |
Educação Matemática Debate |
collection |
Educação Matemática Debate |
repository.name.fl_str_mv |
Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES) |
repository.mail.fl_str_mv |
revista.emd@unimontes.br|| |
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1797174834922258432 |