Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Alencar, Naíza Santos Brito
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| Orientador(a): |
Davis, Claudia Leme Ferreira
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| 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: Psicologia da Educação
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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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://repositorio.pucsp.br/jspui/handle/handle/26542
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Resumo: |
The aim of this qualitative study was to expand the knowledge about the difficulties and challenges of the beginning elementary school I teacher when teaching the curricular component of mathematics, which plays an important role throughout the student’s life and is present throughout his/her daily life. The research was conducted with three beginning teachers: Eduardo, from Santo André, Luciana, from Barueri, and Joelma, from downtown São Paulo. They have from 1 to 3 years of professional experience, live in the state of São Paulo, and work in public or private schools. Data were collected through interviews using the snowball effect through a semi-structured open-ended questionnaire. The interviews were recorded with the authorization of the interviewees, and then transcribed, systematized, and analyzed from the perspective of Bardin (2016). In this sense, categories were built that allowed approximation of the zones of sense. From the data analysis, it was found that the three interviewees felt unprepared to teach mathematics in the classroom and did not receive any support, neither from the institution nor from the co-workers, to share experiences and reflect on their practice in the classroom. The results obtained in this research show how important it is for teachers to receive training focused on the area of exact sciences, so that teaching is significant and pleasant for both the educator and the student, and that the use of information and communication technologies (ICTs) can be incorporated in their daily life, as advocated by Bacich (2020) and Cohen (2017). The results also highlighted the importance of schools providing a time of exchange between beginning teachers and more experienced peers in order to enhance teaching and learning in the classroom. Further studies are needed to verify whether these results are present in part of educational institutions in the state of São Paulo |
