Práticas de letramento de professores de matemática em formação na licenciatura em educação do campo

• Ano de defesa: 2019
• Autor(a) principal: Fernandes, Fernando Luís Pereira
• Orientador(a): Sousa, Maria do Carmo de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Educação do campo; Letramento docente; Formação Inicial de Professores de Matemática; Formação de Professores para a Justiça Social; Ensino culturalmente relevante
• Palavras-chave em Inglês: Rural education; Teacher literacy; Mathematics Teacher Initial Education; Social Justice Teacher Education; Culturally relevant pedagogy
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/11313

This research has as its goal the comprehension of the literacy practices engaged and problematized by Rural Education undergraduates. To answer the guiding question: Which literacy practices of the future teacher can be highlighter in a Rural Education Undergraduate Course?, we based ourselves in references for Rural Education, Literacy and Numeracy Studies and Teachers’ Education for Social Justice. The methodology of the research is of qualitative nature, and the structuring of the data happened in two steps. The first of them in a discipline about Functions, taught by the researcher, who is also a professor in the Rural Education Undergraduate Course (LECampo) of the Federal University of Triângulo Mineiro and had the participation of 45 undergraduates, as subjects of the investigation. In this step, the tools used were: questionnaire of socio-economical nature, applied to all the undergraduates, and video recordings of the classes. The second step of the data production happened with the involvement of twelve of the undergraduates, subjects of the survey, who chose Mathematics, with the data being obtained through semi structured interviews. Thus, it was constituted as material to be analyzed in investigation: questionnaire results, students’ written productions, transcription of parts of the classes and interviews. After the data organization, we constructed two analysis axes: (i) Technical Tendency of Mathematics Teaching and its Variations as Representation of Autonomous Literacy Model and (ii) Formative actions at LECampo as driving forces behind literacy practices of future teachers. The data showed us that, despite the basic schooling of the undergraduates being based on a technical and procedural dimension, and thus, having produced literacy practices common to the autonomous model, different formative actions in LECampo’s degree made it possible for the teachers the mobilization and problematization of literacy practices,– the formulation of problems and financial of familiar farming. In particular, the undergraduates in Mathematics have exposed during the interviews their ways of seeing and conceiving the teaching of Mathematics, with emphasis for the Empirical-Activist and Socioethnocultural teaching tendencies. The identified characteristics of those tendencies can contribute to the comprehension of literacy events and practices valued by the undergraduates. The results point at the many literacy practices highlighted in the Rural Education Initial Teacher Education and for the necessity of depth and continuity of those studies.