A disciplina matemática a partir da visão curricular no curso de licenciatura em pedagogia

• Ano de defesa: 2013
• Autor(a) principal: Morais, Maria do Perpetuo Socorro Bandeira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Amazonas; Brasil; UEA; MESTRADO ACADÊMICO EM EDUCAÇÃO EM CIÊNCIAS NA AMAZÔNIA
• Palavras-chave em Português: Matemática; Currículo; Processo Ensino Aprendizagem
• Link de acesso: https://ri.uea.edu.br/handle/riuea/5211

This research brings as initial inquiry: how the curriculum of the Bachelor's Degree in Education from a private institution in the city of Manaus can contribute to overcome the actions of students in the classroom in the early years of elementary school? Its general objective was to analyze the curriculum of Pedagogy. We rely on authors such as: D'Ambrosio (1996, 1998, 2001), Fiorentini (1994, 1995), Darsie (1993, 1998), Zeichner (1998), Nóvoa (1992), Medina and Rodriguez (1989), Mizukami (2006), Gomes (2002), Garcia (1992), Shulman (1986), Tardif, Santaló (1996), Kamii (1994). (2003), Gómez (1992), in official documents that were consulted as DCN (2010), PPC (2012), Law of Guidelines and Bases of National Education 9394/96 and others. Formed the basis of the theoretical framework of Curriculum and pedagogical stance authors as: Guimor Mello (2000): Hamilton (1992), Sacristan (2000). Fourquin (2000), Giroux (1993), McLaren (1993, Cherryholmes (1998), Popkewitz (1991, 1994.1995), Silva (1993.1994). The research methodology took place from the qualitative approach with descriptive analysis of data, it’s has as context an University and as subjects two professors who teaches mathematics at the institution, thirty-six undergraduate students from the fifth and sixth periods respectively, plus ten graduated teachers who work in elementary school. The instruments used for data collection were questionnaires, document analysis, interviews and the focus groups. The studies and analyzes revealed that, in referring to the Mathematical knowledge the University leaves gaps in Mathematic knowledge. Reflect on such knowledge was necessary to us, by make possible to show the way as the mathematics curriculum is being worked by the University in the graduating period. We reaffirm these limitations upon pedagogical stance displayed by these subjects in the classroom spaces, and when the survey of graduates surveyed that solidify the claims of the subjects studied regarding the gaps left at the time of graduation associated to this discipline.