Prática de ensino e estágio supervisionado na licenciatura de matemática em narrativas de professoras da Faculdade de Filosofia, Ciências e Letras de Alegre

• Ano de defesa: 2016
• Autor(a) principal: Vieira, Renato Fundão
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: History of education; Mathematics teacher education; Teaching practice; Narrative analysis; Análise narrativa; Formação do Professor de Matemática; Prática pedagógica; Professores - Narrativas pessoais.; Educação - História; Matemática - Formação de professores; Prática de ensino; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8553

The work seeks to understand, through the History of Education (Mathematics) in the Espírito Santo state (Brazil), the trajectory of five teachers in the subjects Teaching Practice and Supervised Internship and to reconstruct pedagogical practices that were developed by these teachers within these subjects. The thesis defends objectively the importance to analyze Teaching Practice and Supervised Internship subjects in the undergraduate course of Mathematics at the Faculty of Philosophy, Sciences and Languages of Alegre (1971 for 2010), through the (oral) narratives resulting from interviews, conversations / dialogues between teachers (researcher and interviewees) and comparing these narratives to (written) documents. We used the narrative methodology as the basis of our theoretical framework whose theorists are Benjamin, Bruner, Bolívar, Garnica and Fiorentini, among others. At the end of the survey, it was concluded that some pedagogical practices present in the initial training of mathematics teachers were submitted to technicism and were influenced by the Modern Mathematics Movement with an emphasis on content and mathematical symbolism. Moreover, these practices were reinforced with the application of problems in which competition was a way to stimulate the mathematical learning. Subsequently, pedagogical practices, influenced by the requirements of the Law of Guidelines and Bases of National Education (LDBEN 9394/96), were submitted to concerns about the use of mathematics laboratories, seminars and information and communication technologies. Of course, these pedagogical practices ended up also being influenced by changes in working hours from their curriculum matrices. In this context some transformations were undergoing from Teaching Practice to the establishment of Supervised Internship: the closer and affectionate relationship between professor and students of Basic Education, and most recently, the closeness and greater involvement of the trainees with the school, the promotion of various activities and a greater use of digital resources.