Repercussões do pacto nacional pela alfabetização na idade certa (PNAIC) na formação e prática pedagógicada educação matemática no ciclo de alfabetização

Detalhes bibliográficos
Autor(a) principal: Sousa, Vanda Maria de
Data de Publicação: 2018
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações do UTP
Texto Completo: http://tede.utp.br:8080/jspui/handle/tede/1564
Resumo: This research studies the impacts of the National Pact for Literacy at the Right Age (PNAIC, in the Portuguese acronym) on Math teachers´ practice from the Municipal Education Network of Curitiba. The Municipal Secretary of Education of Curitiba offers continuing education courses to all teachers under its responsibility. Nevertheless, based on internal assessment carried out by the Municipal Secretary of Education and by the Prova Brasil it is possible to observe the need to improve students´ mathematical knowledge. In 2014, PNAIC was offered to all the Math teachers responsible for literacy from the mainstream municipal schools; the program discussed not only teaching, but also the education of literacy teachers. Taking this into consideration, the aim of this research is to analyze the impacts of the formative aspects of the PNAIC on the Mathematical Education practice in the context of public policies for continuing education of literacy teachers. The specific aims of the study are to investigate the public policies for continuing education of literacy teachers and highlight PNAIC as a program that involves Mathematical Education; understand Mathematical Education in the educational literature and in the guidelines for the teaching of Math at the national, state and municipal levels; analyze the impacts of the PNAIC– Math – on the continuing education and practice of teachers from the Mainstream Municipal Schools. The research has a qualitative approach and based its data collection on documental, empirical data and on their interpretations. The analysis was dialectical from a historical materialistic perspective with the aim of observing the social, political and economic determinants in addition to the contradictions that are part of the reality of continuing education of PNAIC and the Mathematical Education practice at mainstream municipal schools in Curitiba. Studies that have similar aims were selected at the dissertation and theses Capes database; these studies, pointed out criticism to the implementation of the policy as well as contributions to the practice of literacy teachers. These studies demonstratethat the PNAIC provided teachers the opportunity to reflect, share experiences and the possibility to give new meaning to their practice in the construction of Mathematical concepts. Few studies investigated the contents of Mathematical Education. The research also discussed the fast provision of continuing education in terms of the contents of the program and the competence of teacher trainers who in general are not specialists in the area. The analysis of the interviews carried out with 8 teachers from mainstream municipal schools, demonstrate that they recognize the contributions of the PNAIC to their practice. This outcome is similar to the outcomes of most research presented in the literature review. The program enriched teachers´ practice, brought back playful activities, provided suggestions of materials for Mathematical literacy as well as a bibliographical collection. The investigation also pointed out some problems: the non-use of the course provisions, as the mainstream municipal secretary of education set other functions to these professionals, and the short time to learn the contents of the courses, which were considered dense. It also pointed out the importance of follow up and assessment of the program to consider the positive aspects as well as the mistakes in the implementation. Finally, this study found in the interviews meaningful contributions and aspects that indicate the need to carry out more investigations.
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spelling Fontana, Maria IolandaPereira, Maria de FátimaGuérios, Ettìenehttp://lattes.cnpq.br/8879886501181633Sousa, Vanda Maria de2018-08-30T13:30:01Z2018-06-15Sousa, Vanda Maria de. Repercussões do pacto nacional pela alfabetização na idade certa (PNAIC) na formação e prática pedagógicada educação matemática no ciclo de alfabetização. 2018. 143 f. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2018.http://tede.utp.br:8080/jspui/handle/tede/1564This research studies the impacts of the National Pact for Literacy at the Right Age (PNAIC, in the Portuguese acronym) on Math teachers´ practice from the Municipal Education Network of Curitiba. The Municipal Secretary of Education of Curitiba offers continuing education courses to all teachers under its responsibility. Nevertheless, based on internal assessment carried out by the Municipal Secretary of Education and by the Prova Brasil it is possible to observe the need to improve students´ mathematical knowledge. In 2014, PNAIC was offered to all the Math teachers responsible for literacy from the mainstream municipal schools; the program discussed not only teaching, but also the education of literacy teachers. Taking this into consideration, the aim of this research is to analyze the impacts of the formative aspects of the PNAIC on the Mathematical Education practice in the context of public policies for continuing education of literacy teachers. The specific aims of the study are to investigate the public policies for continuing education of literacy teachers and highlight PNAIC as a program that involves Mathematical Education; understand Mathematical Education in the educational literature and in the guidelines for the teaching of Math at the national, state and municipal levels; analyze the impacts of the PNAIC– Math – on the continuing education and practice of teachers from the Mainstream Municipal Schools. The research has a qualitative approach and based its data collection on documental, empirical data and on their interpretations. The analysis was dialectical from a historical materialistic perspective with the aim of observing the social, political and economic determinants in addition to the contradictions that are part of the reality of continuing education of PNAIC and the Mathematical Education practice at mainstream municipal schools in Curitiba. Studies that have similar aims were selected at the dissertation and theses Capes database; these studies, pointed out criticism to the implementation of the policy as well as contributions to the practice of literacy teachers. These studies demonstratethat the PNAIC provided teachers the opportunity to reflect, share experiences and the possibility to give new meaning to their practice in the construction of Mathematical concepts. Few studies investigated the contents of Mathematical Education. The research also discussed the fast provision of continuing education in terms of the contents of the program and the competence of teacher trainers who in general are not specialists in the area. The analysis of the interviews carried out with 8 teachers from mainstream municipal schools, demonstrate that they recognize the contributions of the PNAIC to their practice. This outcome is similar to the outcomes of most research presented in the literature review. The program enriched teachers´ practice, brought back playful activities, provided suggestions of materials for Mathematical literacy as well as a bibliographical collection. The investigation also pointed out some problems: the non-use of the course provisions, as the mainstream municipal secretary of education set other functions to these professionals, and the short time to learn the contents of the courses, which were considered dense. It also pointed out the importance of follow up and assessment of the program to consider the positive aspects as well as the mistakes in the implementation. Finally, this study found in the interviews meaningful contributions and aspects that indicate the need to carry out more investigations.A pesquisa tem como objeto de estudo as repercussões do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) para a prática pedagógica, em consonância com a Educação Matemática na Rede Municipal de Curitiba. A Secretaria Municipal de Educação de Curitiba oferece para toda a Rede cursos de formação continuada; ainda assim, percebe-se, pelas avaliações internas da Rede e Prova Brasil, a necessidade de se elevar a aprendizagem dos estudantes em Matemática. O PNAIC na área de Matemática foi oferecido em 2014 a todos os professores que atuavam no ciclo de alfabetização da RME e tem colocado em discussão não apenas o ensino, como também a formação de professores alfabetizadores. Nesse sentido, o objetivo desta pesquisa é analisar as repercussões do movimento formativo do PNAIC na prática pedagógica em Educação Matemática, no contexto das políticas públicas de formação continuada de professores alfabetizadores. Os objetivos específicos são: pesquisar as políticas públicas de formação continuada para professores alfabetizadores e destacar o PNAIC como programa que envolve a Educação Matemática; compreender a Educação Matemática na literatura educacional e nas diretrizes para a prática pedagógica do ensino de Matemática, nas esferas nacional, estadual e municipal; analisar as repercussões do PNAIC Matemática na formação continuada e prática pedagógica dos professores da RME.A pesquisa é de abordagem qualitativa, baseada na coleta de dados documentais e empíricos e em suas interpretações. Realiza-se uma análise dialética, na perspectiva do materialismo histórico, intencionando captar os determinantes sociais, políticos, econômicos e as contradições que configuram a realidade da formação continuada do PNAIC e a prática pedagógica de Educação Matemática, na RME de Curitiba. Foram selecionados trabalhos que se aproximam do objetivo da pesquisa, no banco de dissertações e teses da Capes, nos quais constataram-se críticas à implantação desta política como também contribuições à prática pedagógica dos alfabetizadores. Essas pesquisas revelaram que o PNAIC para os professores possibilitou a reflexão, o compartilhamento de experiências e a ressignificação da prática pedagógica na construção de conceitos matemáticos. Poucas pesquisas investigaram os conteúdos da Educação Matemática. Problematizou-se o tempo aligeirado para a formação continuada em relação à extensão dos conteúdos do programa e a competência dos formadores, que, na sua maioria, não eram especialistas da área. Na análise das entrevistas realizadas com oito professoras da RME, constatou-se que elas reconheceram que o PNAIC trouxe contribuições para as suas práticas pedagógicas, enriquecendo-as, coincidindo com o achado na maioria das pesquisas apresentadas no levantamento da produção científica. O programa veio enriquecer suas práticas pedagógicas, resgatou o lúdico, trouxe sugestões de material para alfabetização Matemática e acervo bibliográfico. Esta investigação apontou também problemas: o não aproveitamento das cursistas no ciclo de alfabetização, já que a RME delegou a estes profissionais outra função, e o curto tempo para aprendizagem dos conteúdos, pois o curso é muito denso. Foi ressaltada a importância de acompanhamento e avaliação do Programa para verificar acertos e equívocos de implementação. Por fim, este estudo encontrou nas entrevistas contribuições significativas e que também apontam necessidades de maiores investigações.Submitted by Divanete Paiva (divanete.paiva@utp.br) on 2018-08-30T13:30:01Z No. of bitstreams: 1 REPERCUSSOES.pdf: 1069570 bytes, checksum: 857339f9272cf6e9359fead37e15b329 (MD5)Made available in DSpace on 2018-08-30T13:30:01Z (GMT). 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dc.title.por.fl_str_mv Repercussões do pacto nacional pela alfabetização na idade certa (PNAIC) na formação e prática pedagógicada educação matemática no ciclo de alfabetização
title Repercussões do pacto nacional pela alfabetização na idade certa (PNAIC) na formação e prática pedagógicada educação matemática no ciclo de alfabetização
spellingShingle Repercussões do pacto nacional pela alfabetização na idade certa (PNAIC) na formação e prática pedagógicada educação matemática no ciclo de alfabetização
Sousa, Vanda Maria de
Formação continuada de professores
PNAIC
Prática pedagógica
Educação matemática
Políticas públicas
Teachers continuing education
Teaching practice
Mathematical education
Public policies
CIENCIAS HUMANAS::EDUCACAO
title_short Repercussões do pacto nacional pela alfabetização na idade certa (PNAIC) na formação e prática pedagógicada educação matemática no ciclo de alfabetização
title_full Repercussões do pacto nacional pela alfabetização na idade certa (PNAIC) na formação e prática pedagógicada educação matemática no ciclo de alfabetização
title_fullStr Repercussões do pacto nacional pela alfabetização na idade certa (PNAIC) na formação e prática pedagógicada educação matemática no ciclo de alfabetização
title_full_unstemmed Repercussões do pacto nacional pela alfabetização na idade certa (PNAIC) na formação e prática pedagógicada educação matemática no ciclo de alfabetização
title_sort Repercussões do pacto nacional pela alfabetização na idade certa (PNAIC) na formação e prática pedagógicada educação matemática no ciclo de alfabetização
author Sousa, Vanda Maria de
author_facet Sousa, Vanda Maria de
author_role author
dc.contributor.advisor1.fl_str_mv Fontana, Maria Iolanda
dc.contributor.referee1.fl_str_mv Pereira, Maria de Fátima
dc.contributor.referee2.fl_str_mv Guérios, Ettìene
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/8879886501181633
dc.contributor.author.fl_str_mv Sousa, Vanda Maria de
contributor_str_mv Fontana, Maria Iolanda
Pereira, Maria de Fátima
Guérios, Ettìene
dc.subject.por.fl_str_mv Formação continuada de professores
PNAIC
Prática pedagógica
Educação matemática
Políticas públicas
topic Formação continuada de professores
PNAIC
Prática pedagógica
Educação matemática
Políticas públicas
Teachers continuing education
Teaching practice
Mathematical education
Public policies
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Teachers continuing education
Teaching practice
Mathematical education
Public policies
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
dc.description.abstract.eng.fl_txt_mv This research studies the impacts of the National Pact for Literacy at the Right Age (PNAIC, in the Portuguese acronym) on Math teachers´ practice from the Municipal Education Network of Curitiba. The Municipal Secretary of Education of Curitiba offers continuing education courses to all teachers under its responsibility. Nevertheless, based on internal assessment carried out by the Municipal Secretary of Education and by the Prova Brasil it is possible to observe the need to improve students´ mathematical knowledge. In 2014, PNAIC was offered to all the Math teachers responsible for literacy from the mainstream municipal schools; the program discussed not only teaching, but also the education of literacy teachers. Taking this into consideration, the aim of this research is to analyze the impacts of the formative aspects of the PNAIC on the Mathematical Education practice in the context of public policies for continuing education of literacy teachers. The specific aims of the study are to investigate the public policies for continuing education of literacy teachers and highlight PNAIC as a program that involves Mathematical Education; understand Mathematical Education in the educational literature and in the guidelines for the teaching of Math at the national, state and municipal levels; analyze the impacts of the PNAIC– Math – on the continuing education and practice of teachers from the Mainstream Municipal Schools. The research has a qualitative approach and based its data collection on documental, empirical data and on their interpretations. The analysis was dialectical from a historical materialistic perspective with the aim of observing the social, political and economic determinants in addition to the contradictions that are part of the reality of continuing education of PNAIC and the Mathematical Education practice at mainstream municipal schools in Curitiba. Studies that have similar aims were selected at the dissertation and theses Capes database; these studies, pointed out criticism to the implementation of the policy as well as contributions to the practice of literacy teachers. These studies demonstratethat the PNAIC provided teachers the opportunity to reflect, share experiences and the possibility to give new meaning to their practice in the construction of Mathematical concepts. Few studies investigated the contents of Mathematical Education. The research also discussed the fast provision of continuing education in terms of the contents of the program and the competence of teacher trainers who in general are not specialists in the area. The analysis of the interviews carried out with 8 teachers from mainstream municipal schools, demonstrate that they recognize the contributions of the PNAIC to their practice. This outcome is similar to the outcomes of most research presented in the literature review. The program enriched teachers´ practice, brought back playful activities, provided suggestions of materials for Mathematical literacy as well as a bibliographical collection. The investigation also pointed out some problems: the non-use of the course provisions, as the mainstream municipal secretary of education set other functions to these professionals, and the short time to learn the contents of the courses, which were considered dense. It also pointed out the importance of follow up and assessment of the program to consider the positive aspects as well as the mistakes in the implementation. Finally, this study found in the interviews meaningful contributions and aspects that indicate the need to carry out more investigations.
dc.description.abstract.por.fl_txt_mv A pesquisa tem como objeto de estudo as repercussões do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) para a prática pedagógica, em consonância com a Educação Matemática na Rede Municipal de Curitiba. A Secretaria Municipal de Educação de Curitiba oferece para toda a Rede cursos de formação continuada; ainda assim, percebe-se, pelas avaliações internas da Rede e Prova Brasil, a necessidade de se elevar a aprendizagem dos estudantes em Matemática. O PNAIC na área de Matemática foi oferecido em 2014 a todos os professores que atuavam no ciclo de alfabetização da RME e tem colocado em discussão não apenas o ensino, como também a formação de professores alfabetizadores. Nesse sentido, o objetivo desta pesquisa é analisar as repercussões do movimento formativo do PNAIC na prática pedagógica em Educação Matemática, no contexto das políticas públicas de formação continuada de professores alfabetizadores. Os objetivos específicos são: pesquisar as políticas públicas de formação continuada para professores alfabetizadores e destacar o PNAIC como programa que envolve a Educação Matemática; compreender a Educação Matemática na literatura educacional e nas diretrizes para a prática pedagógica do ensino de Matemática, nas esferas nacional, estadual e municipal; analisar as repercussões do PNAIC Matemática na formação continuada e prática pedagógica dos professores da RME.A pesquisa é de abordagem qualitativa, baseada na coleta de dados documentais e empíricos e em suas interpretações. Realiza-se uma análise dialética, na perspectiva do materialismo histórico, intencionando captar os determinantes sociais, políticos, econômicos e as contradições que configuram a realidade da formação continuada do PNAIC e a prática pedagógica de Educação Matemática, na RME de Curitiba. Foram selecionados trabalhos que se aproximam do objetivo da pesquisa, no banco de dissertações e teses da Capes, nos quais constataram-se críticas à implantação desta política como também contribuições à prática pedagógica dos alfabetizadores. Essas pesquisas revelaram que o PNAIC para os professores possibilitou a reflexão, o compartilhamento de experiências e a ressignificação da prática pedagógica na construção de conceitos matemáticos. Poucas pesquisas investigaram os conteúdos da Educação Matemática. Problematizou-se o tempo aligeirado para a formação continuada em relação à extensão dos conteúdos do programa e a competência dos formadores, que, na sua maioria, não eram especialistas da área. Na análise das entrevistas realizadas com oito professoras da RME, constatou-se que elas reconheceram que o PNAIC trouxe contribuições para as suas práticas pedagógicas, enriquecendo-as, coincidindo com o achado na maioria das pesquisas apresentadas no levantamento da produção científica. O programa veio enriquecer suas práticas pedagógicas, resgatou o lúdico, trouxe sugestões de material para alfabetização Matemática e acervo bibliográfico. Esta investigação apontou também problemas: o não aproveitamento das cursistas no ciclo de alfabetização, já que a RME delegou a estes profissionais outra função, e o curto tempo para aprendizagem dos conteúdos, pois o curso é muito denso. Foi ressaltada a importância de acompanhamento e avaliação do Programa para verificar acertos e equívocos de implementação. Por fim, este estudo encontrou nas entrevistas contribuições significativas e que também apontam necessidades de maiores investigações.
description This research studies the impacts of the National Pact for Literacy at the Right Age (PNAIC, in the Portuguese acronym) on Math teachers´ practice from the Municipal Education Network of Curitiba. The Municipal Secretary of Education of Curitiba offers continuing education courses to all teachers under its responsibility. Nevertheless, based on internal assessment carried out by the Municipal Secretary of Education and by the Prova Brasil it is possible to observe the need to improve students´ mathematical knowledge. In 2014, PNAIC was offered to all the Math teachers responsible for literacy from the mainstream municipal schools; the program discussed not only teaching, but also the education of literacy teachers. Taking this into consideration, the aim of this research is to analyze the impacts of the formative aspects of the PNAIC on the Mathematical Education practice in the context of public policies for continuing education of literacy teachers. The specific aims of the study are to investigate the public policies for continuing education of literacy teachers and highlight PNAIC as a program that involves Mathematical Education; understand Mathematical Education in the educational literature and in the guidelines for the teaching of Math at the national, state and municipal levels; analyze the impacts of the PNAIC– Math – on the continuing education and practice of teachers from the Mainstream Municipal Schools. The research has a qualitative approach and based its data collection on documental, empirical data and on their interpretations. The analysis was dialectical from a historical materialistic perspective with the aim of observing the social, political and economic determinants in addition to the contradictions that are part of the reality of continuing education of PNAIC and the Mathematical Education practice at mainstream municipal schools in Curitiba. Studies that have similar aims were selected at the dissertation and theses Capes database; these studies, pointed out criticism to the implementation of the policy as well as contributions to the practice of literacy teachers. These studies demonstratethat the PNAIC provided teachers the opportunity to reflect, share experiences and the possibility to give new meaning to their practice in the construction of Mathematical concepts. Few studies investigated the contents of Mathematical Education. The research also discussed the fast provision of continuing education in terms of the contents of the program and the competence of teacher trainers who in general are not specialists in the area. The analysis of the interviews carried out with 8 teachers from mainstream municipal schools, demonstrate that they recognize the contributions of the PNAIC to their practice. This outcome is similar to the outcomes of most research presented in the literature review. The program enriched teachers´ practice, brought back playful activities, provided suggestions of materials for Mathematical literacy as well as a bibliographical collection. The investigation also pointed out some problems: the non-use of the course provisions, as the mainstream municipal secretary of education set other functions to these professionals, and the short time to learn the contents of the courses, which were considered dense. It also pointed out the importance of follow up and assessment of the program to consider the positive aspects as well as the mistakes in the implementation. Finally, this study found in the interviews meaningful contributions and aspects that indicate the need to carry out more investigations.
publishDate 2018
dc.date.accessioned.fl_str_mv 2018-08-30T13:30:01Z
dc.date.issued.fl_str_mv 2018-06-15
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dc.identifier.citation.fl_str_mv Sousa, Vanda Maria de. Repercussões do pacto nacional pela alfabetização na idade certa (PNAIC) na formação e prática pedagógicada educação matemática no ciclo de alfabetização. 2018. 143 f. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2018.
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identifier_str_mv Sousa, Vanda Maria de. Repercussões do pacto nacional pela alfabetização na idade certa (PNAIC) na formação e prática pedagógicada educação matemática no ciclo de alfabetização. 2018. 143 f. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2018.
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