A Identidade Profissional do Professor de Matemática frente aos Ciclos de Formação e Desenvolvimento Humano do Município de Goiânia µa luz da Etnomatemática

• Ano de defesa: 2009
• Autor(a) principal: SOUZA, Janderson Vieira de
• Orientador(a): RIBEIRO, José Pedro Machado
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Mestrado em Educação em Ciências e Matemática
• Departamento: Ciências Exatas e da Terra
• País: BR
• Palavras-chave em Português: Ciclos de Formação; Identidade Profissional do Professor de Matemática; Etnomatemática
• Palavras-chave em Inglês: Cycles of Formation; teacher professional identity of Mathematics, Ethnomathematics
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tde/578

This work is intended to show aspects of the professional identity of a - ome math teachers in the city of Goiania, belonging to the Central Regional Unit. It seeks to understand how these teachers understand and incorporate the structure named \ Cycles of Formation and Human Development, the Light of Ethnomathematics. Therefore, we performed a case study that, at first, one of the main documentary research proposals and guidelines that drive work in cycles of the municipality of Goiania, since its implementation in 1998. Subsequently, interviews were conducted with nine teachers of mathematics belonging to one of the regional units of the city, having as one of the criteria for the selection of teachers who possess experience with cycle III for at least three years. The survey revealed that teachers experience many conflicts on the environment school, from the limited understanding of the proposal Political Educator Municipal Education of Goiania to a rethinking of pedagogical praxis. These conflicts give rise to criticism of the deployment and concepts that guide the proposal of cycles. In also addressed the identity of the teacher of mathematics in perspective of Ethnomathematics and, through this, thoughts proposals related to some aspects as grouping according to age, the role of automatic promotion in call cycled schools - contributing to a discussion of the role of school as an institution, debate on the grid parity, the current isolation of mathematics in relation to other curriculum components and reflections on the curriculum