Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Teixeira, Daniela Flores
 |
| Orientador(a): |
Coutinho, Cileda de Queiroz e Silva |
| 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: |
Faculdade de Ciências Exatas e Tecnologia
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| País: |
Brasil
|
| 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/20105
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Resumo: |
The main objective of this research is to identify the type of mobilization of pedagogical and mathematical knowledge in a group of teachers from the 5th year of Elementary School I, through a semistructured interview. We sought to identify elements that pointed out the perception of these teachers about their knowledge related to Financial Education. Thereby, we try to answer the following research question: What types of knowledge are identified in 5th grade teachers regarding Financial Education when they describe their practices in class and solve problems related to the subject? What didactic characteristics can be identified in this mobilization? Five teachers participated in this study, among which, the teacher of the pilot interview was highlighted, presenting more experience, both in teaching and in the selected school year. The methodology chosen was the case study, developed in three stages: survey of the teachers’ profile, identification of teachers' knowledge and resolution of situations on Financial Education. The analysis of the speeches identified the levels of functioning of the teachers' types of knowledge, such as specific content knowledge, students’ curriculum content pedagogical knowledge. These levels of functioning can be technical, movable or available for each of the types of knowledge cited. According to the results, we verified the occurrence of conceptual constructions by the teachers, regarding specific knowledge in Financial Education, so that the pedagogical knowledge about that particular item could evolve to, at least, movable. In addition, they demonstrated greater knowledge of what they considered to have. Although still insufficient if, we consider all the relevant aspects to students’ orientation, according to our subject of study. The results also pointed to the need for specific researches about the understanding of the type of identified knowledge mobilization, related to Financial Education, as well as formations that allow educational professionals to develop autonomy for appropriate approaches |
