A atividade pedagógica do professor de Matemática no PROEJA

• Ano de defesa: 2011
• Autor(a) principal: JACINTO, Everton Lacerda
• Orientador(a): CEDRO, Wellington Lima
• 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: Teoria Histórico-Cultural; Educação de Jovens e Adultos; PROEJA; Professor de Matemática; Atividade Pedagógica.; 1. Teoria Histórico-cultural; 2. Educação de Jovens e Adultos; 3. PROEJA; 4. Professor de Matemática; 5. Atividade Pedagógica
• Palavras-chave em Inglês: Cultural-Historical theory; Education for young people and adults; PROEJA; Mathematics teacher; Pedagogical activity
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tde/552

This thesis shall discuss the existent relation between the pedagogical actions of mathematics teachers and the necessities and the specifics of apprenticeship of young students and adult workers. The starting point consists in a field investigation realized at the IFG, a campus of Goiania, with a mathematics teacher of the technical course of alimentation services of PROEJA. For this, the methodology of the field investigation has to be qualitative. The adopted instruments of the date collection have been questionnaire, semi-structured interviews, direct observation, field-diaries and registries of the classes in video. The theoretic fundament is based on principle works of cultural-historical psychology students and on the activity theory (Vigotski, Leontiev, Davidov and others). The analyzing process of the dates is organized in three categories: "The purpose of pedagogical work", "The organization of pedagogical activity", and "the actions in pedagogical activities". The first category analyzes the professional trajectory of the teacher, focussing the conceptions of mathematics knowledge, the process of teaching and apprenticeship of mathematics and the principal motive of his pedagogical activity. The second category treats the form how the professional organizes the activities of teaching, specifically how he selects determined contents, which are utilized as strategies in the class room and as a model of evaluation of apprenticeship of the pupils. Finally, taking for base this kind of elements, the third category intents to analyze in what measure the pedagogical actions of the mathematics teacher satisfy the necessities and specific needs of the students being in PROEJA. This category as well has the precept to analyse the results of the teaching activities from the perceptions of the teacher himself, in order to understand the sense that he gives to his pedagogical activity, understanding this concept as a dialectic unit between the teaching-activity of apprenticeship. The results indicates the creation of subsidies theories and methodologies which are competent to contribute to possible and necessary processes of teaching organization which attends the conditions of apprenticeship of young students and adult workers, as mayor necessity.