A reflexão na ação docente: um estudo envolvendo a consciência metacognitiva e os conhecimentos do professor de matemática
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| Publication Date: | 2025 |
| Format: | Doctoral thesis |
| Language: | por |
| Source: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/9989 |
Summary: | This research, developed with mathematics teachers working in Basic Education, is based on critical reflection as a central aspect of teaching, structured from metacognition and the knowledge base for teaching defined by Lee Shulman. Metacognition refers to the individual's control over their own cognitive processes, involving the ability to become aware of their knowledge and regulate their actions. The basis of such knowledge rests on a set of professional skills considered essential for teachers to develop their pedagogical practice. The theoretical assumptions of the research and the focus on the performance of mathematics teachers lead to the following research question: to what extent is metacognitive awareness present and articulated with the knowledge of mathematics teachers when they plan and execute their teaching activities? It is assumed that metacognitive processes, as discussed by Flavell (1979), Brown (1987) and Rosa (2011; 2014), associated with the knowledge brought by Shulman (1986; 1987), prove to be relevant and significant for a practice supported by critical reflection. Given this factor, the research aims to analyze the mobilization of metacognitive processes associated with the professional knowledge of mathematics teachers during their teaching practice in Basic Education. To achieve this objective, the research comprises four studies: the first analyzes a set of theses to identify the state of knowledge in the area of mathematics teacher training and is associated with the two central theoretical aspects of the theses; the second study presents a theoretical articulation between the teacher's knowledge base, as outlined by Shulman (1986; 1987), and metacognition based on the studies of Rosa (2011; 2014); the third study deals with the process of constructing and statistically validating the data production instrument (questionnaire) used in the research; the fourth, and final study, presents the analysis of the results of applying the questionnaire to a universe of 105 mathematics teachers working in Basic Education. The questionnaire, developed exclusively for this study, uses as a reference the six metacognitive elements defined by Rosa (2011), associating them with the knowledge base presented by Shulman (1987). The study's results initially point to the relevance of associating metacognitive elements with the knowledge presented by Shulman, integrating a critical reflection into teaching practice; they show that metacognition is present in teacher’s actions, at least in their self-reporting; and they infer that metacognition, more than a specific knowledge to be incorporated into teacher training and performance, needs to be concomitant with other knowledge, favoring a reflective and critical approach to teaching practice. Furthermore, it shows the teacher’s concern with their student's learning, while also pointing the limitations of this concern when it comes to thinking about critical training geared towards action in society. |
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