Detalhes bibliográficos
| Ano de defesa: |
2007 |
| Autor(a) principal: |
Oliveira, Neusa da Silva Cardoso de |
| 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/11265
|
Resumo: |
The aim of this study was to investigate the student s perception of their process of education by the Special Program of Pedagogical Education and verify if it has been contributed to the characterization of teaching s profession. Besides, it was analyzed the courses contents program and the education process implemented, in order to evaluate how non-licensed teachers education has been occurring, in the present moment of Superior Education Reform discussion. Analysing data collected, we tried to comprehend how the researched Special Program of Pedagogical Education contributes to educate Mathematics teachers as well as to their practices improvement. Data gatering included questionnaires application next to this Program students (many had already teached, even no license); documents analysis (laws, resolutions, curriculum, evaluations and program contents) and interviews realized with selected students among those who composed the analyzed program class. In general, collected data analysis allow that subjects, students-teachers of the course investigated, believe that the course is not enough to an adequate education of a Mathematics teacher and data has pointed that mayor perception is that they do not feel qualified to the profession job. It was possible to perceive, however, that there was behavior and motivation changes to these people in relation to the perception of the need and the importance of a continuous education, but also of the absence of profound knowledge about mathematics contents to be teached by these teachers. Group activities and active participation of students, as well as academic texts readings seem to be the more remarkable aspects to these students. The importance of playing mathematics games and other activities which may aid students learning was other element perceived as of high importance during the Program. Being so, we understand that the Special Program of Pedagogical Education of this institution brings important and significant elements to Mathematics teachers education, but insufficient to professional job, specially concerning to specific Mathematic contents, absent during all Program |
