Dissertação

Constituição dos saberes docentes de formadores de professores de matemática

The objective of this research is to understand how Mathematics teachers instructors, during their formation and professional development, constitute, make and remake, facing the challenges of the teaching practice in college degree level, their teaching knowledge. The subjects of the research are t...

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Autor principal: SOARES, Narciso das Neves
Grau: Dissertação
Idioma: Portuguese
Publicado em: Universidade Federal do Pará 2011
Assuntos:
Formação de professores de matemática
Matemática
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
Acesso em linha: http://www.repositorio.ufpa.br:8080/jspui/handle/2011/1855
id ir-2011-1855
recordtype dspace
spelling ir-2011-18552018-02-26T14:43:23Z Constituição dos saberes docentes de formadores de professores de matemática Constitution of knowing teachers to them of instructors of mathematics teachers SOARES, Narciso das Neves GONÇALVES, Tadeu Oliver http://lattes.cnpq.br/6789250569319668 Formação de professores de matemática Matemática CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM The objective of this research is to understand how Mathematics teachers instructors, during their formation and professional development, constitute, make and remake, facing the challenges of the teaching practice in college degree level, their teaching knowledge. The subjects of the research are teachers who work as teachers instructors in the graduation degree course of Mathematics of the Federal University of Pará (UFPA), placed in the south and southeast university Campi of Pará. The production of material for analysis was held through interviews, which have been recorded and in which one sought for information with five Mathematics teachers makers, all of them graduated by the Federal University of Pará. Three of these teachers work in specific disciplines of mathematics and the other two in pedagogic disciplines. The analysis of the professional formation of the instructors was developed by taking into account their formation starting from their family atmosphere, their passage by the Elementary and High School Teaching, their graduation and to their post graduation, and even considering the challenges and difficulties of the teaching practice lived by them, in order to constitute their teaching identity. Three were the analysis axis: a) the initial and continual formation of the teacher; b) perceptions and reflections concerning the degree course in Mathematics of the CSSP; c) the way how it conceives, produces and develops their teaching work, and how these processes have contributed to the construction of their teaching knowledge. The results of the research indicate that, among other aspects, during the formation process and professional development, the construction of knowledge of the instructor is characterized by a period of intensive learning which combines with what the literature says about the reality shock, being marked by challenges, anguishes and dilemmas, but, also, by satisfaction feelings, responsibility and happiness. The analysis of the speeches of the teachers instructors reveals to us how their acquired knowledge is mobilized along the life, especially during their teaching practice; and they evidence that despite the fact that the teachers notice that it is in the pedagogic action that they learn and continue to learn how to be teachers, and they also recognize that the academic formation has been fundamental and it constitutes a differential one in the process of their professional constitution. O objetivo desta pesquisa é compreender como os formadores de professores de Matemática, ao longo de sua formação e desenvolvimento profissional, constituem, elaboram e reelaboram, diante dos desafios da prática docente no nível superior, os seus saberes docentes. Os sujeitos da pesquisa são professores que atuam como formadores de professores no curso de matemática da UFPA, lotados no Campus Universitário do Sul e Sudeste do Pará. A produção de material de análise foi realizada através de entrevistas que foram gravadas, nas quais buscou-se informações junto a cinco formadores de professores de matemática, todos formados pela UFPA. Três desses formadores atuam nas disciplinas específicas de matemática e dois atuam nas disciplinas pedagógicas. A análise da formação profissional dos formadores foi desenvolvida levando em consideração sua formação a partir de seu ambiente familiar, sua passagem pelo Ensino Fundamental e Médio, sua graduação e pós-graduação, considerando ainda os desafios e dificuldades do trabalho docente vivenciados por eles para constituírem sua identidade docente. Três foram os eixos de análise: a) a formação inicial e continuada do formador; b) percepções e reflexões acerca do curso de licenciatura em matemática do CSSP; c) o modo como concebe, produz e desenvolve seu trabalho docente, e como esses processos têm contribuído para a construção de seus saberes docentes. Os resultados da pesquisa indicam, entre outros aspectos, que ao longo do processo de formação e desenvolvimento profissional a construção dos saberes do formador é caracterizada por um período de intensas aprendizagens que coadunam com o que diz a literatura em relação ao choque de realidade, sendo marcada por desafios, angústias e dilemas, mas, também, por sentimentos de satisfação, responsabilidade e alegrias. A análise das falas dos formadores de professores nos revelam como são mobilizados os saberes adquiridos ao longo da vida, especialmente durante a sua prática docente, e evidenciam que, apesar de os professores perceberem que é na ação pedagógica que eles aprendem e continuam aprendendo a ser professores, reconhecem que a formação acadêmica tem sido fundamental e constitui um diferencial no processo de constituição profissional. 2011-03-23T21:19:37Z 2011-03-23T21:19:37Z 2006-06-07 Dissertação SOARES, Narciso das Neves. Constituição dos saberes docentes de formadores de professores de matemática. 2006. 163 f. Dissertação (Mestrado) - Universidade Federal do Pará, Núcleo Pedagógico de Apoio ao Desenvolvimento Científico, Belém, 2006. Programa de Pós-Graduação em Educação em Ciências e Matemáticas. http://www.repositorio.ufpa.br:8080/jspui/handle/2011/1855 pt Acesso Aberto application/pdf Universidade Federal do Pará Brasil Instituto de Educação Matemática e Científica UFPA Programa de Pós-Graduação em Educação em Ciências e Matemáticas
institution Repositório Institucional - Universidade Federal do Pará
collection RI-UFPA
language Portuguese
topic Formação de professores de matemática
Matemática
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
spellingShingle Formação de professores de matemática
Matemática
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
SOARES, Narciso das Neves
Constituição dos saberes docentes de formadores de professores de matemática
topic_facet Formação de professores de matemática
Matemática
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
description The objective of this research is to understand how Mathematics teachers instructors, during their formation and professional development, constitute, make and remake, facing the challenges of the teaching practice in college degree level, their teaching knowledge. The subjects of the research are teachers who work as teachers instructors in the graduation degree course of Mathematics of the Federal University of Pará (UFPA), placed in the south and southeast university Campi of Pará. The production of material for analysis was held through interviews, which have been recorded and in which one sought for information with five Mathematics teachers makers, all of them graduated by the Federal University of Pará. Three of these teachers work in specific disciplines of mathematics and the other two in pedagogic disciplines. The analysis of the professional formation of the instructors was developed by taking into account their formation starting from their family atmosphere, their passage by the Elementary and High School Teaching, their graduation and to their post graduation, and even considering the challenges and difficulties of the teaching practice lived by them, in order to constitute their teaching identity. Three were the analysis axis: a) the initial and continual formation of the teacher; b) perceptions and reflections concerning the degree course in Mathematics of the CSSP; c) the way how it conceives, produces and develops their teaching work, and how these processes have contributed to the construction of their teaching knowledge. The results of the research indicate that, among other aspects, during the formation process and professional development, the construction of knowledge of the instructor is characterized by a period of intensive learning which combines with what the literature says about the reality shock, being marked by challenges, anguishes and dilemmas, but, also, by satisfaction feelings, responsibility and happiness. The analysis of the speeches of the teachers instructors reveals to us how their acquired knowledge is mobilized along the life, especially during their teaching practice; and they evidence that despite the fact that the teachers notice that it is in the pedagogic action that they learn and continue to learn how to be teachers, and they also recognize that the academic formation has been fundamental and it constitutes a differential one in the process of their professional constitution.
author_additional GONÇALVES, Tadeu Oliver
author_additionalStr GONÇALVES, Tadeu Oliver
format Dissertação
author SOARES, Narciso das Neves
title Constituição dos saberes docentes de formadores de professores de matemática
title_short Constituição dos saberes docentes de formadores de professores de matemática
title_full Constituição dos saberes docentes de formadores de professores de matemática
title_fullStr Constituição dos saberes docentes de formadores de professores de matemática
title_full_unstemmed Constituição dos saberes docentes de formadores de professores de matemática
title_sort constituição dos saberes docentes de formadores de professores de matemática
publisher Universidade Federal do Pará
publishDate 2011
url http://www.repositorio.ufpa.br:8080/jspui/handle/2011/1855
_version_ 1787147803652259840
score 11.653393

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