Construção de um percurso de estudo e pesquisa para formação de professores: o ensino de cônicas

• Ano de defesa: 2019
• Autor(a) principal: Benito, Ricardo Nicasso
• Orientador(a): Silva, Maria José Ferreira da
• Tipo de documento: Tese
• 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: Faculdade de Ciências Exatas e Tecnologia
• País: Brasil
• Palavras-chave em Português: Professores - Formação profissional; Teoria antropológica do didático; Modelo epistemológico de referência; Cônicas; Paradigma de questionamento do mundo; Percurso de estudo e pesquisa
• Palavras-chave em Inglês: Teachers - Occupational training; Anthropological theory of the didactic; Reference epistemological model; Conics; Questioning the world paradigm
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/22544

This research focused on the initial math teachers education for the teaching of conics (parabola, ellipse, and hyperbole) having as a theoretical framework the Anthropological Theory of the Didactic (ATD) and as research subjects students at Mathematics Degree at the Federal University of Sergipe. The aim was to investigate how the device of the Study and Research Paths for Teacher Education (SRP-TE) can help this group of future teachers to question, analyze, design and experiment conic teaching processes. For this, we follow the methodology of qualitative research used by ATD, based on principles of didactic engineering, which has four steps. At the first one, we have praxeological analysis or preliminary analysis, in which we make an epistemological questioning of the mathematical object and the need to introduce it to the school, in addition to a study of the conditions and restrictions offered by educational institutions, then we must do the analysis a priori and the mathematical and didactic planning of the intervention proposal. On the third step, we have the experimentation and analysis in vivo and for the last one we have the posteriori analysis, validation of the research hypotheses and proposals planned on previous steps. In this work, we developed a Reference Epistemological Model (REM) for conics geometries and a Study and Research Paths (SRP) that were applied in high school and university classes and provided elements for the initial formation design. The results showed that the SRP-TE contributed positively to the formation of this future teachers group that, at the end of the training, presented lesson plans in which the conics were not only approached by analytical geometry and teaching strategies that sought to break with the visiting works paradigm. Moreover, the research methodology used in this work provided the conditions for a dialectic between REM and SRP-TE, which helped on the planning of initial training activities, contributed to a reformulation of the Reference Epistemological Model and, finally, the junction of both elements provided a praxeology for the initial teacher education