Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Berlikowski, Márcia Elisa
 |
| Orientador(a): |
Viali, Lori
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação em Ciências e Matemática
|
| Departamento: |
Escola de Ciências
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/8203
|
Resumo: |
The teaching of statistics is compulsory in almost all undergraduate courses in the teaching institutions of Brazil, in which they are working teachers with a much diversified initial education. This study had as general objective to analyze the conceptions of Education and characterize the teachers of Statistics that work in Higher Education. In order to do this, following the paths of a qualitative research, the interview was used with 14 teachers, divided into a group of graduates and bachelors, in order to verify how these professionals re-signify and shape their pedagogical practices. The selected professors, from the public and private HEI of Rio Grande do Sul answered questions about initial and continuing training, pedagogical and methodological aspects of their trajectories as Statistics teachers. For the analysis of interview data, the Discursive Textual Analysis (DTA) technique was used. With the textualizations and categorization of the interviews it was noticed that the teaching of Statistics in Higher Education does not depend on the initial training of its teachers, since the deficiencies left in both the undergraduate and the baccalaureate have been remedied through continuing education and other strategies to facilitate understanding and learning of their students. |
