Prática docente e a resolução de problemas matemáticos no contexto de mudança curricular do Estado de São Paulo: utopias e desafios

Detalhes bibliográficos
Autor(a) principal: Buranello, Luciana Vanessa de Almeida [UNESP]
Data de Publicação: 2014
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://hdl.handle.net/11449/110912
Resumo: In the context of curricular reform started in 2008 by São Paulo Board of Education, the present thesis investigates the limits and possibilities offered to Math teachers, in order to re-structure their teaching practice when dealing with the Problems Resolutions. Questionnaires have been used to collect data, discussing the curricular reform, Math curriculum and Problems Reslution; classroom follow-up forms, descriptive accounts of contents recorded in audio and notes taken in class during researched teachers' presentations. The participants, linked to one of the 91 Teaching Councils in São Paulo State, have been organized in three groups: management team, math teachers, and two other teachers from the 9th grade Basic State School. Through an hermeneutical interpretation and phenomenological approach, it has been possible to verify that in the context of curricular configuration, and bearing in mind the idea of a curriculum as practice, problems resolutions is a methodological perspective that is hardly ever found in math classes, due to the influence of sub-systems, political-administrative and pedagogical, which frequently expose teachers to intense intellectual and pshychological effort. Dealing with complex issues such as teaching standardization, lack to concept from students, a curriculum structure based on the idea of a network, and the control of pedagogical practice, historically present at public educational policies, mainly during the process of curricular configuration, becomes an obstacle for the teaching of Problem Resolution to come true. In other words, from studies based on Hargreaves (2002), Sacristán (2000), Sternberg (2010), Pozo (1998), among others, we point out the controversial employment of problems resolutions in math classes, considering how little promising the scenery is for it to become a reality. Thus, problems resolution starts being seen as an additional mechanism in the control of pedagogical practice...
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spelling Prática docente e a resolução de problemas matemáticos no contexto de mudança curricular do Estado de São Paulo: utopias e desafiosCurriculos - São Paulo (Estado)MatemáticaEnsino fundamentalSolução de problemasEducation - CurriculaIn the context of curricular reform started in 2008 by São Paulo Board of Education, the present thesis investigates the limits and possibilities offered to Math teachers, in order to re-structure their teaching practice when dealing with the Problems Resolutions. Questionnaires have been used to collect data, discussing the curricular reform, Math curriculum and Problems Reslution; classroom follow-up forms, descriptive accounts of contents recorded in audio and notes taken in class during researched teachers' presentations. The participants, linked to one of the 91 Teaching Councils in São Paulo State, have been organized in three groups: management team, math teachers, and two other teachers from the 9th grade Basic State School. Through an hermeneutical interpretation and phenomenological approach, it has been possible to verify that in the context of curricular configuration, and bearing in mind the idea of a curriculum as practice, problems resolutions is a methodological perspective that is hardly ever found in math classes, due to the influence of sub-systems, political-administrative and pedagogical, which frequently expose teachers to intense intellectual and pshychological effort. Dealing with complex issues such as teaching standardization, lack to concept from students, a curriculum structure based on the idea of a network, and the control of pedagogical practice, historically present at public educational policies, mainly during the process of curricular configuration, becomes an obstacle for the teaching of Problem Resolution to come true. In other words, from studies based on Hargreaves (2002), Sacristán (2000), Sternberg (2010), Pozo (1998), among others, we point out the controversial employment of problems resolutions in math classes, considering how little promising the scenery is for it to become a reality. Thus, problems resolution starts being seen as an additional mechanism in the control of pedagogical practice...A presente tese investiga, no contexto de reforma curricular, iniciada no ano de 2008 pela Secretaria de Educação do Estado de São Paulo, quais são os limites e as possibilidades postas aos docentes da disciplina de Matemática para que reestruturem, ao ensinar Resolução de Problemas, sua prática pedagógica. Como instrumentos para a coleta de dados, foram utilizados questionários, versando sobre a reforma curricular, o currículo de matemática e a Resolução de Problemas; formulário de acompanhamento da sala de aula, relatos descritivos do conteúdo gravado em áudio e observações realizadas nas aulas das professoras pesquisadas. Os participantes, vinculados a uma das 91 Diretorias de Ensino do Estado de São Paulo, foram organizados em três grupos: equipe gestora, docentes da disciplina de Matemática, e duas professoras do nono ano do Ensino Fundamental da escola estadual. Por meio de uma interpretação hermenêutica e abordagem fenomenológica, foi possível verificar que no contexto de configuração curricular, à luz da ideia de currículo como práxis, a Resolução de Problemas é uma pesquisa metodológica pouco presente nas aulas de Matemática devido à influência de subsistemas político-administrativos, prático-pedagógicos e de controle, os quais, regularmente, expõem os professores a um cenário de intenso esforço intelectual e psicológico. Lidar com questões complexas como a padronização de ensino, a defasagem conceitual acentuada dos aprendizes, o currículo estruturado sob a ideia de rede e os mecanismos de controle da prática pedagógica, historicamente presentes nas políticas públicas educacionais, principalmente quando manifestadas durante o processo de configuração curricular, torna-se um entrave para que o ensino da Resolução de Problemas se efetive. Em outras palavras. A partir dos estudos fundamentados em Hargreaves (2002), Sacristán (2000), Sternberg (2010), Pozo (1998), entre outros...Universidade Estadual Paulista (Unesp)Pirola, Nelson Antonio [UNESP]Universidade Estadual Paulista (Unesp)Buranello, Luciana Vanessa de Almeida [UNESP]2014-12-02T11:16:44Z2014-12-02T11:16:44Z2014-03-26info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis343 f. : il.application/pdfBURANELLO, Luciana Vanessa de Almeida. Prática docente e a resolução de problemas matemáticos no contexto de mudança curricular do Estado de São Paulo: utopias e desafios. 2014. 343 f. Tese (doutorado) - Universidade Estadual Paulista Julio de Mesquita Filho, Faculdade de Arquitetura, Artes e Comunicação, 2014.http://hdl.handle.net/11449/110912000797188000797188.pdf33004056079P09350885456287046Alephreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporinfo:eu-repo/semantics/openAccess2023-10-24T06:11:25Zoai:repositorio.unesp.br:11449/110912Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T15:50:29.103254Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Prática docente e a resolução de problemas matemáticos no contexto de mudança curricular do Estado de São Paulo: utopias e desafios
title Prática docente e a resolução de problemas matemáticos no contexto de mudança curricular do Estado de São Paulo: utopias e desafios
spellingShingle Prática docente e a resolução de problemas matemáticos no contexto de mudança curricular do Estado de São Paulo: utopias e desafios
Buranello, Luciana Vanessa de Almeida [UNESP]
Curriculos - São Paulo (Estado)
Matemática
Ensino fundamental
Solução de problemas
Education - Curricula
title_short Prática docente e a resolução de problemas matemáticos no contexto de mudança curricular do Estado de São Paulo: utopias e desafios
title_full Prática docente e a resolução de problemas matemáticos no contexto de mudança curricular do Estado de São Paulo: utopias e desafios
title_fullStr Prática docente e a resolução de problemas matemáticos no contexto de mudança curricular do Estado de São Paulo: utopias e desafios
title_full_unstemmed Prática docente e a resolução de problemas matemáticos no contexto de mudança curricular do Estado de São Paulo: utopias e desafios
title_sort Prática docente e a resolução de problemas matemáticos no contexto de mudança curricular do Estado de São Paulo: utopias e desafios
author Buranello, Luciana Vanessa de Almeida [UNESP]
author_facet Buranello, Luciana Vanessa de Almeida [UNESP]
author_role author
dc.contributor.none.fl_str_mv Pirola, Nelson Antonio [UNESP]
Universidade Estadual Paulista (Unesp)
dc.contributor.author.fl_str_mv Buranello, Luciana Vanessa de Almeida [UNESP]
dc.subject.por.fl_str_mv Curriculos - São Paulo (Estado)
Matemática
Ensino fundamental
Solução de problemas
Education - Curricula
topic Curriculos - São Paulo (Estado)
Matemática
Ensino fundamental
Solução de problemas
Education - Curricula
description In the context of curricular reform started in 2008 by São Paulo Board of Education, the present thesis investigates the limits and possibilities offered to Math teachers, in order to re-structure their teaching practice when dealing with the Problems Resolutions. Questionnaires have been used to collect data, discussing the curricular reform, Math curriculum and Problems Reslution; classroom follow-up forms, descriptive accounts of contents recorded in audio and notes taken in class during researched teachers' presentations. The participants, linked to one of the 91 Teaching Councils in São Paulo State, have been organized in three groups: management team, math teachers, and two other teachers from the 9th grade Basic State School. Through an hermeneutical interpretation and phenomenological approach, it has been possible to verify that in the context of curricular configuration, and bearing in mind the idea of a curriculum as practice, problems resolutions is a methodological perspective that is hardly ever found in math classes, due to the influence of sub-systems, political-administrative and pedagogical, which frequently expose teachers to intense intellectual and pshychological effort. Dealing with complex issues such as teaching standardization, lack to concept from students, a curriculum structure based on the idea of a network, and the control of pedagogical practice, historically present at public educational policies, mainly during the process of curricular configuration, becomes an obstacle for the teaching of Problem Resolution to come true. In other words, from studies based on Hargreaves (2002), Sacristán (2000), Sternberg (2010), Pozo (1998), among others, we point out the controversial employment of problems resolutions in math classes, considering how little promising the scenery is for it to become a reality. Thus, problems resolution starts being seen as an additional mechanism in the control of pedagogical practice...
publishDate 2014
dc.date.none.fl_str_mv 2014-12-02T11:16:44Z
2014-12-02T11:16:44Z
2014-03-26
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.uri.fl_str_mv BURANELLO, Luciana Vanessa de Almeida. Prática docente e a resolução de problemas matemáticos no contexto de mudança curricular do Estado de São Paulo: utopias e desafios. 2014. 343 f. Tese (doutorado) - Universidade Estadual Paulista Julio de Mesquita Filho, Faculdade de Arquitetura, Artes e Comunicação, 2014.
http://hdl.handle.net/11449/110912
000797188
000797188.pdf
33004056079P0
9350885456287046
identifier_str_mv BURANELLO, Luciana Vanessa de Almeida. Prática docente e a resolução de problemas matemáticos no contexto de mudança curricular do Estado de São Paulo: utopias e desafios. 2014. 343 f. Tese (doutorado) - Universidade Estadual Paulista Julio de Mesquita Filho, Faculdade de Arquitetura, Artes e Comunicação, 2014.
000797188
000797188.pdf
33004056079P0
9350885456287046
url http://hdl.handle.net/11449/110912
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dc.format.none.fl_str_mv 343 f. : il.
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dc.publisher.none.fl_str_mv Universidade Estadual Paulista (Unesp)
publisher.none.fl_str_mv Universidade Estadual Paulista (Unesp)
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