Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Simão, Dimas Cássio
 |
| Orientador(a): |
Passos, Laurizete Ferragut |
| 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
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
|
| Departamento: |
Educação
|
| País: |
BR
|
| 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/10913
|
Resumo: |
This study seeks to analyze and understand the impact of the continuing education of mathematics teachers in the school network SESI-SP and its influence on the good performance of schools in relation to mathematics component. For this sought to identify the relationship of this education and the evaluation results in three schools in the network SESI-SP. The schools were selected based on their grades in external evaluations performed by during the years 2008 and 2009. In this context, this study was guided by the questions: What factors contributed to these schools to obtain a good performance in mathematics above the average school network SESI-SP and standing at the right level? What role do teachers attribute to the meetings of continuing education over the current performance of the component mathematics? The study aimed to identify factors which enabled the schools were situated at the appropriate level in math and find evidence that continuing education was one of the factors that led schools to have a good performance. The main theoretical references were sought in Imbernón (2001 and 2010), Canário (1996 and 2002) to discuss continuing education and training focused on school, in Almeida, Placco and Souza (2011) to discuss the role of coordinator and trainer for teachers. This is a qualitative research approach and instruments have been adopted as an initial questionnaire and semistructured interviews. Also was performed the documentary analysis of Curriculum References of school network SESI-SP. The research revealed that the mathematics teachers value the continuing education by providing the exchange of experience. The teacher s commitment, the practice of the simulated tests and work orientation of the teaching coordinator seems to have been the factors that contributed to the good performance of the three schools in mathematics |
