Formation of the PNAIC in geometry and the educational trajectory of the literacy teachers
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Data de Publicação: | 2018 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1590/1980-4415v32n61a06 http://hdl.handle.net/11449/171307 |
Resumo: | In this work, we present the educational trajectory of five literacy teachers regarding the learning in Geometry and how, after they participated in the continuous formation of these concepts based on the National Pact of Literacy in the Right Age (PNAIC), they elaborated their teaching strategies and evaluated this course. This work, which is of a qualitative character, had semi-structured interviews and field notes elaborated during class observations as instruments of data collection. For the analysis, we used methodologies resulting from the French Line of the Discourse Analysis aiming to understand the production conditions in which these subjects are situated. Our results showed that there was a conceptual gap in the formation of these participants, and the discourses indicated that they were influenced by the abandonment or minimization of geometric concepts, affecting how they currently understand and elaborate their teaching work in relation to this topic. |
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Formation of the PNAIC in geometry and the educational trajectory of the literacy teachersFormação do PNAIC em Geometria e a Trajetória Educacional dos Professores AlfabetizadoresEducational trajectoryGeometry TeachingLiteracy CyclePNAICIn this work, we present the educational trajectory of five literacy teachers regarding the learning in Geometry and how, after they participated in the continuous formation of these concepts based on the National Pact of Literacy in the Right Age (PNAIC), they elaborated their teaching strategies and evaluated this course. This work, which is of a qualitative character, had semi-structured interviews and field notes elaborated during class observations as instruments of data collection. For the analysis, we used methodologies resulting from the French Line of the Discourse Analysis aiming to understand the production conditions in which these subjects are situated. Our results showed that there was a conceptual gap in the formation of these participants, and the discourses indicated that they were influenced by the abandonment or minimization of geometric concepts, affecting how they currently understand and elaborate their teaching work in relation to this topic.Ensino Fundamental No Município de BauruUniversidade Estadual Paulista Júlio de Mesquita Filho (UNESP), Av. Eng. Luiz Edmundo Carrijo Coube, 14-01Departamento de EducaçãoUniversidade Estadual Paulista Júlio de Mesquita Filho (UNESP), Av. Eng. Luiz Edmundo Carrijo Coube, 14-01Ensino Fundamental No Município de BauruUniversidade Estadual Paulista (Unesp)Barbosa, Aline Pereira Ramirez [UNESP]Cortela, Beatriz Salemme Corrêa [UNESP]2018-12-11T16:54:49Z2018-12-11T16:54:49Z2018-08-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article419-438application/pdfhttp://dx.doi.org/10.1590/1980-4415v32n61a06Bolema - Mathematics Education Bulletin, v. 32, n. 61, p. 419-438, 2018.1980-44150103-636Xhttp://hdl.handle.net/11449/17130710.1590/1980-4415v32n61a06S0103-636X20180002004192-s2.0-85051102611S0103-636X2018000200419.pdfScopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporBolema - Mathematics Education Bulletin0,196info:eu-repo/semantics/openAccess2024-01-08T06:27:55Zoai:repositorio.unesp.br:11449/171307Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-01-08T06:27:55Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Formation of the PNAIC in geometry and the educational trajectory of the literacy teachers Formação do PNAIC em Geometria e a Trajetória Educacional dos Professores Alfabetizadores |
title |
Formation of the PNAIC in geometry and the educational trajectory of the literacy teachers |
spellingShingle |
Formation of the PNAIC in geometry and the educational trajectory of the literacy teachers Barbosa, Aline Pereira Ramirez [UNESP] Educational trajectory Geometry Teaching Literacy Cycle PNAIC |
title_short |
Formation of the PNAIC in geometry and the educational trajectory of the literacy teachers |
title_full |
Formation of the PNAIC in geometry and the educational trajectory of the literacy teachers |
title_fullStr |
Formation of the PNAIC in geometry and the educational trajectory of the literacy teachers |
title_full_unstemmed |
Formation of the PNAIC in geometry and the educational trajectory of the literacy teachers |
title_sort |
Formation of the PNAIC in geometry and the educational trajectory of the literacy teachers |
author |
Barbosa, Aline Pereira Ramirez [UNESP] |
author_facet |
Barbosa, Aline Pereira Ramirez [UNESP] Cortela, Beatriz Salemme Corrêa [UNESP] |
author_role |
author |
author2 |
Cortela, Beatriz Salemme Corrêa [UNESP] |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Ensino Fundamental No Município de Bauru Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Barbosa, Aline Pereira Ramirez [UNESP] Cortela, Beatriz Salemme Corrêa [UNESP] |
dc.subject.por.fl_str_mv |
Educational trajectory Geometry Teaching Literacy Cycle PNAIC |
topic |
Educational trajectory Geometry Teaching Literacy Cycle PNAIC |
description |
In this work, we present the educational trajectory of five literacy teachers regarding the learning in Geometry and how, after they participated in the continuous formation of these concepts based on the National Pact of Literacy in the Right Age (PNAIC), they elaborated their teaching strategies and evaluated this course. This work, which is of a qualitative character, had semi-structured interviews and field notes elaborated during class observations as instruments of data collection. For the analysis, we used methodologies resulting from the French Line of the Discourse Analysis aiming to understand the production conditions in which these subjects are situated. Our results showed that there was a conceptual gap in the formation of these participants, and the discourses indicated that they were influenced by the abandonment or minimization of geometric concepts, affecting how they currently understand and elaborate their teaching work in relation to this topic. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-12-11T16:54:49Z 2018-12-11T16:54:49Z 2018-08-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1590/1980-4415v32n61a06 Bolema - Mathematics Education Bulletin, v. 32, n. 61, p. 419-438, 2018. 1980-4415 0103-636X http://hdl.handle.net/11449/171307 10.1590/1980-4415v32n61a06 S0103-636X2018000200419 2-s2.0-85051102611 S0103-636X2018000200419.pdf |
url |
http://dx.doi.org/10.1590/1980-4415v32n61a06 http://hdl.handle.net/11449/171307 |
identifier_str_mv |
Bolema - Mathematics Education Bulletin, v. 32, n. 61, p. 419-438, 2018. 1980-4415 0103-636X 10.1590/1980-4415v32n61a06 S0103-636X2018000200419 2-s2.0-85051102611 S0103-636X2018000200419.pdf |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Bolema - Mathematics Education Bulletin 0,196 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
419-438 application/pdf |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
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1803650204478472192 |