Detalhes bibliográficos
| Ano de defesa: |
2010 |
| Autor(a) principal: |
Tonon, Sandra de Fátima Tavares Rodrigues
 |
| Orientador(a): |
Manrique, Ana Lúcia |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
|
| Departamento: |
Educação
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| País: |
BR
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/10834
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Resumo: |
This essay is about teachers continual updating within a program developed from the Projeto Ensinar e Aprender Corrigindo o Fluxo do Ciclo II , known as a project to speed the 5th and 8th years students learning in the secondary school which started in the years 2001 and 2002. The purpose of this essay is to detect what kinds of changes happened to the professionals who took part in the continual updating and to determine which conditions the project offered that allowed, made it easier and/or helped these changes. The qualitative research was developed by analyzing documents of the project implantation and implementation, the students and teachers protocols in the time of the continual updating as well as the interviews with three professionals who took part in the project and the author s reflexive point about the proposal to the Mathematics in the project in study. The results of the analysis were based on Pierre Bourdieu studies about Reproduction, symbolic violence, habitus, cultural capital and in Gary Sikes e Michael Huberman studies about the stages in the teachers lives and their carriers. It was possible, from this analysis, to identify changes in some teachers way of teaching related to the continual updating program during the project development. These changes are related to the ways of mediation, to the institutionalized cultural capital and to the recognition of the reproduction process and symbolic violence done by the school and the rupture of this process by the project |
