O Professor que desenvolve Modelagem Matemática na Educação Básica no Estado do Paraná
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | https://tede.unioeste.br/handle/tede/5986 |
Resumo: | Mathematical Modeling has drawn the attention of researchers and teachers who teach Mathematics at all levels of education and this can be seen through publications in events and periodicals in the area, in themes of theses and dissertations. However, the researches that question this “who does” Mathematical Modeling are still limited. Our research question: Who is this “who” that develops Mathematical Modeling in Basic Education in the State of Paraná? sought to understand, in a phenomenological and hermeneutic perspective, who is this “who” who develops Mathematical Modeling as a subject, being-in-the-world, person, individual and citizen. We emphasize that our search is not just for the specific profiles of these teachers, but for the understanding of what moves these teachers to develop Mathematical Modeling in Basic Education. Directed by the phenomenological way of proceeding, in a movement of going-to-the thing-itself, experiencing how it manifests itself, we were building the path of research. This path was making sense and showing itself to researchers from the complicity between the interrogation, the research methodology, the interrogated and their surroundings. We chose to present our research in the multipaper format, a format that will enable access to the research results not as a part, but as a whole that represents the tread in search of meaning and understanding of this “who”, who develops Modeling. The thesis is composed of three articles that show our path towards what is shown in a phenomenological and hermeneutic movement. The first article exposes the presence of teachers who teach Mathematics in Basic Education at the National Conference on Mathematical Modeling in Mathematics Education, which led us to look at Mathematics teachers from the State education network of Paraná as significant subjects of the research that composes the third article. The second article discusses in a philosophical and hermeneutic way who is this who develops Mathematical Modeling, in a philosophical perspective and opens the understanding of this who as a subject, person, individual and citizen. The third article stems from the field research, which has as significant subjects 27 teachers of Basic Education in the State of Paraná, who teach Mathematics with Modeling. The article discusses who is this who, through the testimony of those who teach Mathematics with Modeling, exposes the five categories that emerged from the analyzes and interpretations of these testimonies, leading us to the understanding that it is the directive force of the formation of this who that leads the teacher to develop Mathematical Modeling. The Atlas.Ti. software was the support tool for the phenomenological analyzes and interpretations performed by the researcher. |
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Klüber , Tiago Emanuelhttp://lattes.cnpq.br/5540300916224438Paulo , Rosa Monteirohttp://lattes.cnpq.br/4340581249924621Garcia , Aparecida Turolohttp://lattes.cnpq.br/0684149029939437Vertuan , Rodolfo Eduardohttp://lattes.cnpq.br/7270314006427713Strieder , Dulce Mariahttp://lattes.cnpq.br/4981747301070724Mutti , Gabriele de Sousa Linshttp://lattes.cnpq.br/6508343304332248http://lattes.cnpq.br/4571922436512517Cararo, Elhane de Fátima Fritsch2022-05-02T19:49:12Z2022-03-10Cararo, Elhane de Fátima Fritsch. O Professor que desenvolve Modelagem Matemática na Educação Básica no Estado do Paraná. 2022. 152 f. Tese( doutorado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel, 2022.https://tede.unioeste.br/handle/tede/5986Mathematical Modeling has drawn the attention of researchers and teachers who teach Mathematics at all levels of education and this can be seen through publications in events and periodicals in the area, in themes of theses and dissertations. However, the researches that question this “who does” Mathematical Modeling are still limited. Our research question: Who is this “who” that develops Mathematical Modeling in Basic Education in the State of Paraná? sought to understand, in a phenomenological and hermeneutic perspective, who is this “who” who develops Mathematical Modeling as a subject, being-in-the-world, person, individual and citizen. We emphasize that our search is not just for the specific profiles of these teachers, but for the understanding of what moves these teachers to develop Mathematical Modeling in Basic Education. Directed by the phenomenological way of proceeding, in a movement of going-to-the thing-itself, experiencing how it manifests itself, we were building the path of research. This path was making sense and showing itself to researchers from the complicity between the interrogation, the research methodology, the interrogated and their surroundings. We chose to present our research in the multipaper format, a format that will enable access to the research results not as a part, but as a whole that represents the tread in search of meaning and understanding of this “who”, who develops Modeling. The thesis is composed of three articles that show our path towards what is shown in a phenomenological and hermeneutic movement. The first article exposes the presence of teachers who teach Mathematics in Basic Education at the National Conference on Mathematical Modeling in Mathematics Education, which led us to look at Mathematics teachers from the State education network of Paraná as significant subjects of the research that composes the third article. The second article discusses in a philosophical and hermeneutic way who is this who develops Mathematical Modeling, in a philosophical perspective and opens the understanding of this who as a subject, person, individual and citizen. The third article stems from the field research, which has as significant subjects 27 teachers of Basic Education in the State of Paraná, who teach Mathematics with Modeling. The article discusses who is this who, through the testimony of those who teach Mathematics with Modeling, exposes the five categories that emerged from the analyzes and interpretations of these testimonies, leading us to the understanding that it is the directive force of the formation of this who that leads the teacher to develop Mathematical Modeling. The Atlas.Ti. software was the support tool for the phenomenological analyzes and interpretations performed by the researcher.A Modelagem Matemática, tem chamado a atenção de pesquisadores e de professores que ensinam Matemática em todos os níveis de ensino e isso pode ser visualizado por meio das publicações em eventos e periódicos da área, em temas de teses e dissertações. No entanto, as pesquisas que interrogam este “quem faz” a Modelagem Matemática são, ainda, exíguas. Nossa interrogação de pesquisa: Quem é este “quem” que desenvolve a Modelagem Matemática na Educação Básica do Estado do Paraná? Buscou compreender, em uma perspectiva fenomenológica e hermenêutica, quem é este “quem” que desenvolve Modelagem Matemática enquanto, sujeito, ser-no-mundo, pessoa,indivíduo e cidadão. Salientamos que nossa busca não se dá apenas pelos perfis específicos destes professores, mas pela compreensão daquilo que move esses professores a desenvolverem a Modelagem Matemática na Educação Básica. Direcionados pelo modo fenomenológico de proceder, em um movimento de ir-à-coisa-mesma, vivenciar como ela se manifesta, fomos construindo o caminho da pesquisa. Caminho este que foi fazendo sentido e se mostrando aos pesquisadores a partir da cumplicidade entre a interrogação, a metodologia de pesquisa, o interrogado e seu entorno. Optamos por apresentar nossa pesquisa no formato multipaper, formato que poderá viabilizar o acesso aos resultados da pesquisa não como parte, mas, sim, como um todo que representa o trilhar em busca de sentido e da compreensão deste “quem”, que desenvolve Modelagem. A tese compõe-se de três artigos que evidenciam o nosso caminhar em direção ao que se mostra em um movimento fenomenológico e hermenêutico. O primeiro artigo, expõe como é a presença dos professores que ensinam Matemática da Educação Básica na conferência Nacional sobre Modelagem Matemática na Educação Matemática que nos direcionou a olhar para os professores de Matemática da rede Estadual de ensino do Paraná como sujeitos significativos da pesquisa que compõe o terceiro artigo. O segundo artigo, discute de modo filosófico e hermenêutico quem é este que desenvolve Modelagem Matemática, numa perspectiva filosófica e abre a compreensão deste quem como sujeito, pessoa, indivíduo e cidadão. O terceiro artigo decorre da pesquisa de campo, que tem como sujeitos significativos 27 professores da Educação Básica do Estado do Paraná, que ensinam Matemática com Modelagem. O artigo discute quem é este quem por meio do depoimento destes que ensinam Matemática com Modelagem, expõe as cinco categorias que emergiram das análises e interpretações destes depoimentos nos conduzindo a compreensão de que é a força diretiva da formação deste quem que leva o professor a desenvolver Modelagem Matemática. O software Atlas.Ti. foi a ferramenta de apoio para as análises fenomenológicas e interpretações realizadas pelo pesquisador,Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2022-05-02T19:49:12Z No. of bitstreams: 2 Elhane_Cararo2022.pdf: 1594985 bytes, checksum: 4703f835ec1af861901b251885e21cca (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-05-02T19:49:12Z (GMT). No. of bitstreams: 2 Elhane_Cararo2022.pdf: 1594985 bytes, checksum: 4703f835ec1af861901b251885e21cca (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2022-03-10application/pdfpor6588633818200016417500Universidade Estadual do Oeste do ParanáCascavelPrograma de Pós-Graduação em Educação em Ciências e Educação MatemáticaUNIOESTEBrasilCentro de Ciências Exatas e Tecnológicashttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessPessoaFenomenologiaEducação MatemáticaFormação de ProfessoresPersonPhenomenologyMathematics EducationTeacher TrainingCIENCIAS EXATAS E DA TERRA::MATEMATICAO Professor que desenvolve Modelagem Matemática na Educação Básica no Estado do ParanáThe teacher who develops mathematical modeling in basic education in the state of Paranáinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-32595992254177029036006006002214374442868382015-7090823417984401694reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALElhane_2023.pdfElhane_2023.pdfapplication/pdf1593907http://tede.unioeste.br:8080/tede/bitstream/tede/5986/5/Elhane_2023.pdf1ddc0e00a4c3f3293804c12e47e5c9c2MD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
O Professor que desenvolve Modelagem Matemática na Educação Básica no Estado do Paraná |
dc.title.alternative.eng.fl_str_mv |
The teacher who develops mathematical modeling in basic education in the state of Paraná |
title |
O Professor que desenvolve Modelagem Matemática na Educação Básica no Estado do Paraná |
spellingShingle |
O Professor que desenvolve Modelagem Matemática na Educação Básica no Estado do Paraná Cararo, Elhane de Fátima Fritsch Pessoa Fenomenologia Educação Matemática Formação de Professores Person Phenomenology Mathematics Education Teacher Training CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
O Professor que desenvolve Modelagem Matemática na Educação Básica no Estado do Paraná |
title_full |
O Professor que desenvolve Modelagem Matemática na Educação Básica no Estado do Paraná |
title_fullStr |
O Professor que desenvolve Modelagem Matemática na Educação Básica no Estado do Paraná |
title_full_unstemmed |
O Professor que desenvolve Modelagem Matemática na Educação Básica no Estado do Paraná |
title_sort |
O Professor que desenvolve Modelagem Matemática na Educação Básica no Estado do Paraná |
author |
Cararo, Elhane de Fátima Fritsch |
author_facet |
Cararo, Elhane de Fátima Fritsch |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Klüber , Tiago Emanuel |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5540300916224438 |
dc.contributor.referee1.fl_str_mv |
Paulo , Rosa Monteiro |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4340581249924621 |
dc.contributor.referee2.fl_str_mv |
Garcia , Aparecida Turolo |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0684149029939437 |
dc.contributor.referee3.fl_str_mv |
Vertuan , Rodolfo Eduardo |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/7270314006427713 |
dc.contributor.referee4.fl_str_mv |
Strieder , Dulce Maria |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/4981747301070724 |
dc.contributor.referee5.fl_str_mv |
Mutti , Gabriele de Sousa Lins |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/6508343304332248 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4571922436512517 |
dc.contributor.author.fl_str_mv |
Cararo, Elhane de Fátima Fritsch |
contributor_str_mv |
Klüber , Tiago Emanuel Paulo , Rosa Monteiro Garcia , Aparecida Turolo Vertuan , Rodolfo Eduardo Strieder , Dulce Maria Mutti , Gabriele de Sousa Lins |
dc.subject.por.fl_str_mv |
Pessoa Fenomenologia Educação Matemática Formação de Professores |
topic |
Pessoa Fenomenologia Educação Matemática Formação de Professores Person Phenomenology Mathematics Education Teacher Training CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.eng.fl_str_mv |
Person Phenomenology Mathematics Education Teacher Training |
dc.subject.cnpq.fl_str_mv |
CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
Mathematical Modeling has drawn the attention of researchers and teachers who teach Mathematics at all levels of education and this can be seen through publications in events and periodicals in the area, in themes of theses and dissertations. However, the researches that question this “who does” Mathematical Modeling are still limited. Our research question: Who is this “who” that develops Mathematical Modeling in Basic Education in the State of Paraná? sought to understand, in a phenomenological and hermeneutic perspective, who is this “who” who develops Mathematical Modeling as a subject, being-in-the-world, person, individual and citizen. We emphasize that our search is not just for the specific profiles of these teachers, but for the understanding of what moves these teachers to develop Mathematical Modeling in Basic Education. Directed by the phenomenological way of proceeding, in a movement of going-to-the thing-itself, experiencing how it manifests itself, we were building the path of research. This path was making sense and showing itself to researchers from the complicity between the interrogation, the research methodology, the interrogated and their surroundings. We chose to present our research in the multipaper format, a format that will enable access to the research results not as a part, but as a whole that represents the tread in search of meaning and understanding of this “who”, who develops Modeling. The thesis is composed of three articles that show our path towards what is shown in a phenomenological and hermeneutic movement. The first article exposes the presence of teachers who teach Mathematics in Basic Education at the National Conference on Mathematical Modeling in Mathematics Education, which led us to look at Mathematics teachers from the State education network of Paraná as significant subjects of the research that composes the third article. The second article discusses in a philosophical and hermeneutic way who is this who develops Mathematical Modeling, in a philosophical perspective and opens the understanding of this who as a subject, person, individual and citizen. The third article stems from the field research, which has as significant subjects 27 teachers of Basic Education in the State of Paraná, who teach Mathematics with Modeling. The article discusses who is this who, through the testimony of those who teach Mathematics with Modeling, exposes the five categories that emerged from the analyzes and interpretations of these testimonies, leading us to the understanding that it is the directive force of the formation of this who that leads the teacher to develop Mathematical Modeling. The Atlas.Ti. software was the support tool for the phenomenological analyzes and interpretations performed by the researcher. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-05-02T19:49:12Z |
dc.date.issued.fl_str_mv |
2022-03-10 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Cararo, Elhane de Fátima Fritsch. O Professor que desenvolve Modelagem Matemática na Educação Básica no Estado do Paraná. 2022. 152 f. Tese( doutorado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel, 2022. |
dc.identifier.uri.fl_str_mv |
https://tede.unioeste.br/handle/tede/5986 |
identifier_str_mv |
Cararo, Elhane de Fátima Fritsch. O Professor que desenvolve Modelagem Matemática na Educação Básica no Estado do Paraná. 2022. 152 f. Tese( doutorado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel, 2022. |
url |
https://tede.unioeste.br/handle/tede/5986 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-3259599225417702903 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
2214374442868382015 |
dc.relation.cnpq.fl_str_mv |
-7090823417984401694 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://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 Estadual do Oeste do Paraná Cascavel |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação em Ciências e Educação Matemática |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ciências Exatas e Tecnológicas |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTE instname:Universidade Estadual do Oeste do Paraná (UNIOESTE) instacron:UNIOESTE |
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Universidade Estadual do Oeste do Paraná (UNIOESTE) |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
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biblioteca.repositorio@unioeste.br |
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