Formação docente e inclusão escolar no ensino básico de Matemática
The purpose of this study was to investigate between the relationship between teacher training and practice and school inclusion. Aming to understand the formation of Mathematics teachers and their knowledge and didactic-pedagogical practices in the classroom as a setting for inclusion in the Basi...
| Autor principal: | BARROS, Aniscleide Palmeira de Sousa |
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| Grau: | Monografia |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Tocantins
2023
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| Acesso em linha: |
http://hdl.handle.net/11612/4806 |
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ir-11612-4806 |
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ir-11612-48062023-02-11T06:01:18Z Formação docente e inclusão escolar no ensino básico de Matemática BARROS, Aniscleide Palmeira de Sousa FONSECA, Adriano Formação Professor Inclusão Filosofia da Diferença Matemática Education Teacher Inclusion Philosophy of Difference Mathematics CNPQ::CIENCIAS EXATAS E DA TERRA The purpose of this study was to investigate between the relationship between teacher training and practice and school inclusion. Aming to understand the formation of Mathematics teachers and their knowledge and didactic-pedagogical practices in the classroom as a setting for inclusion in the Basic Education, some mathematics teachers who graduated from the Licentiate Degree in Mathematics at the Federal University of Tocantins were heard, so that they could present their views on school inclusion and reports of teaching activities with the teaching of Mathematics for People with Disabilities. From the analysis of the teachers' statements, trying to understand if the initial and continuing training courses of Mathematics teachers enable the development of the education professional to deal with the cognitive and motor specificities of students with disabilities. Thus, this work has as its main objective: understand which elements (theoretical and methodological) and/or experiences the teacher uses to ensure the inclusion of students in classes and to what extent the moments of training (initial and continued) contribute to the acquisition and construction of these elements. The main theoretical reference is the work of Maria Teresa Égler Mantoan, who defends school inclusion from a perspective of the Philosophy of Difference. Regarding the methodology, we sought to analyze the responses of the interviewees, obtained through a semi-structured questionnaire, guided by a post-structuralist perspective, which considers the subject as a historical and discursive production (TADEU DA SILVA, 2005; FONSECA, 2020). From this analysis it was perceived that the teachers consider that the training courses fail to provide the construction of theoretical and methodological elements that help them in situations of teaching and learning mathematics for the students with disabilities, thus the didactic-pedagogical strategies to deal with the school inclusion are produced and applied at the moment when teachers encounter students with disabilities in their classes Este trabalho, apresenta como temática de estudo e investigação a relação entre formação e prática docentes e inclusão escolar. E para dar conta desta temática, visando compreender a formação dos professores de Matemática, seus saberes e fazeres didático-pedagógicos no cenário de sala de aula como ambiente para a inclusão no âmbito da Educação Básica, foram ouvidos alguns professores de Matemática que se formaram no curso de Licenciatura da Universidade Federal do Tocantins, de modo que apresentassem suas concepções sobre inclusão escolar e relatos de atuação docente com o ensino da disciplina de Matemática para Pessoas com Deficiência. A partir da análise dos depoimentos dos professores, buscou-se perceber se os cursos de formação inicial e continuada de professores de Matemática possibilitam o desenvolvimento do profissional da educação para lidar com as especificidades cognitivas e motoras dos alunos com deficiência. Deste modo, este trabalho tem como objetivo principal: Compreender quais elementos (teóricos e metodológicos) e/ou vivências o professor mobiliza para garantir a inclusão dos alunos nas aulas e até que ponto os momentos de formação (inicial e continuada) contribuem para a aquisição e construção desses elementos. O referencial teórico principal são os trabalhos de Maria Teresa Égler Mantoan, que defende a inclusão escolar numa perspectiva da Filosofia da Diferença. Quanto à metodologia, buscou-se fazer uma análise das respostas dos depoentes, obtidas por meio de um questionário semiestruturado, guiada por uma perspectiva pós-estruturalista, que considera o sujeito como uma produção histórica e discursiva (TADEU DA SILVA, 2005; FONSECA, 2020). Percebeu-se, por exemplo, que, desta análise, os professores consideram que os cursos de formação não dão conta de propiciar a construção de elementos teóricos e metodológicos que os auxiliem em situações de ensino e aprendizagem de matemática para alunos com deficiência, de modo que as estratégias didático-pedagógicas para lidar com a inclusão escolar são produzidas e mobilizadas no momento mesmo em que se deparam com alunos com deficiência em suas aulas 2023-02-10T17:34:53Z 2023-02-10T17:34:53Z 2023-02-10 Monografia BARROS, Aniscleide Palmeira de Sousa. Formação docente e inclusão escolar no ensino básico de Matemática. 2021. 62 f. Trabalho de Conclusão de Curso (Licenciatura em Matemática) – Universidade Federal do Tocantins, Araguaína, 2021. http://hdl.handle.net/11612/4806 pt_BR Acesso Livre application/pdf Universidade Federal do Tocantins Araguaína CURSO::ARAGUAÍNA::PRESENCIAL::LICENCIATURA::MATEMÁTICA Araguaína Graduação |
| institution |
Repositório Institucional - Universidade Federal do Tocantins - UFT |
| collection |
RepositorioUFT |
| language |
pt_BR |
| topic |
Formação Professor Inclusão Filosofia da Diferença Matemática Education Teacher Inclusion Philosophy of Difference Mathematics CNPQ::CIENCIAS EXATAS E DA TERRA |
| spellingShingle |
Formação Professor Inclusão Filosofia da Diferença Matemática Education Teacher Inclusion Philosophy of Difference Mathematics CNPQ::CIENCIAS EXATAS E DA TERRA BARROS, Aniscleide Palmeira de Sousa Formação docente e inclusão escolar no ensino básico de Matemática |
| topic_facet |
Formação Professor Inclusão Filosofia da Diferença Matemática Education Teacher Inclusion Philosophy of Difference Mathematics CNPQ::CIENCIAS EXATAS E DA TERRA |
| description |
The purpose of this study was to investigate between the relationship between teacher training and
practice and school inclusion. Aming to understand the formation of Mathematics teachers and their
knowledge and didactic-pedagogical practices in the classroom as a setting for inclusion in the Basic
Education, some mathematics teachers who graduated from the Licentiate Degree in Mathematics at
the Federal University of Tocantins were heard, so that they could present their views on school
inclusion and reports of teaching activities with the teaching of Mathematics for People with
Disabilities. From the analysis of the teachers' statements, trying to understand if the initial and
continuing training courses of Mathematics teachers enable the development of the education
professional to deal with the cognitive and motor specificities of students with disabilities. Thus, this
work has as its main objective: understand which elements (theoretical and methodological) and/or
experiences the teacher uses to ensure the inclusion of students in classes and to what extent the
moments of training (initial and continued) contribute to the acquisition and construction of these
elements. The main theoretical reference is the work of Maria Teresa Égler Mantoan, who defends
school inclusion from a perspective of the Philosophy of Difference. Regarding the methodology, we
sought to analyze the responses of the interviewees, obtained through a semi-structured questionnaire,
guided by a post-structuralist perspective, which considers the subject as a historical and discursive
production (TADEU DA SILVA, 2005; FONSECA, 2020). From this analysis it was perceived that
the teachers consider that the training courses fail to provide the construction of theoretical and
methodological elements that help them in situations of teaching and learning mathematics for the
students with disabilities, thus the didactic-pedagogical strategies to deal with the school inclusion are
produced and applied at the moment when teachers encounter students with disabilities in their
classes |
| author_additional |
FONSECA, Adriano |
| author_additionalStr |
FONSECA, Adriano |
| format |
Monografia |
| author |
BARROS, Aniscleide Palmeira de Sousa |
| title |
Formação docente e inclusão escolar no ensino básico de Matemática |
| title_short |
Formação docente e inclusão escolar no ensino básico de Matemática |
| title_full |
Formação docente e inclusão escolar no ensino básico de Matemática |
| title_fullStr |
Formação docente e inclusão escolar no ensino básico de Matemática |
| title_full_unstemmed |
Formação docente e inclusão escolar no ensino básico de Matemática |
| title_sort |
formação docente e inclusão escolar no ensino básico de matemática |
| publisher |
Universidade Federal do Tocantins |
| publishDate |
2023 |
| url |
http://hdl.handle.net/11612/4806 |
| _version_ |
1787134958667563008 |
| score |
11.753735 |