As políticas educacionais do estado do Paraná no período de 2003 a 2010 e o desenvolvimento profissional dos professores de matemática

• Ano de defesa: 2012
• Autor(a) principal: Andrade, Susimeire Vivien Rosotti de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Política educacional; Professor de matemática; Desenvolvimento profissional; Educação; Paraná; Brasil.; Educational policy; Math teacher; Professional development; Education; Brazil.; Ciências Exatas e da Terra; Matemática
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4409

The teacher of Paraná, in the course of its career, experience different proposals for education, which present several speeches about how the teacher can develop professionally with proposals for continuing education, which is one of the contributing factors, but not unique, as it will be studied in this work. While I was a basic education teacher I watched with some anxiety the discourses on educational politics by the government of Paraná from 2003 to 2010 and I could understand the necessity to investigate what factors contribute or not to provide the professional development of teachers and how educational politics can or cannot make such development possible. Given this fact, this study aims to investigate how a group of teachers who teaches mathematics at the State Schools in Foz do Iguacu, who participated in various forms of continuing education undertaken by the government Requião from 2003 to 2010, sees the implemented educational politics and then the possible contributions provided by them for their professional development. With the theoretical contributions by Day (2001), Shulman (1986), Tardif (2008), Nóvoa (1999), Imbernón (2009), Zeichner (2008), Fiorentini (2009), Pimenta (2010), Libâneo (2004), Contreras (2002) and Sacristán (1999), who emphasize the need to understand that the professional development of teachers is a complex process and that there are several factors that contribute to it. Therefore, you must respect them as people who have knowledge and whose profession goes through a complexity of situations, thus it is essential to understand the complex network of exchanges, in which they conduct their execution. In these perspectives, to develop this study we chose to conduct a survey of social exploratory, according to the standards of qualitative analysis. As an exploratory study, this research consists of literature review, document analysis, text analysis and discursive field survey. group was comprised by eight teachers with specific training in mathematics, the State staff of Foz do Iguacu, who experienced the process of elaboration and implementation of the curriculum change in the state of Paraná. The interview used was open and it encouraged participants to express themselves spontaneously their opinions about the educational politics proposed by the government Requião and other governments that had participated in their career as teachers. We analyzed the practices of teachers who stressed that the proposals of the government provided changes in their practices.