Formação de professores formadores: concepções e práticas em disciplinas da área de matemática do curso de pedagogia

• Ano de defesa: 2015
• Autor(a) principal: Jesus, Ana Cristina Gomes de
• Orientador(a): Rosa, Dalva Eterna Gonçalves
• Banca de defesa: Rosa, Dalva Eterna Gonçalves, Civardi, Jaqueline Araújo, Gonçalves, Tadeu Oliver
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Professor formador; Concepções; Trajetória formativa; Matemática; Pedagogia
• Palavras-chave em Inglês: Teacher trainer; Conceptions; Formative trajectory; Mathematics; Pedagogy
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/4634

In this research we have proposed to analyze the pedagogical practice of two teachers forming the discipline of mathematics area of the Pedagogy course of two Goiás State University, investigating the possible consequences of their training trajectories and their conceptions of mathematics and its teaching in educational performance. The methodological approach is a qualitative approach, making use of the Case Study method, with multiple cases, which was divided into two phases. In the first one documentary research was made to bibliographic lifting and data. In the second phase the observation of teaching practice of teacher educators, using as collection instrument the field diary and later one semi-structured interviews with the participants. To systematize and analyze the collected data used as the theoretical the French Discourse Analysis and authors as: Tardif, Mizukami, Orlandi, Vila and Callejo, Rose, Curi, Manfredo, Coracini, Pimenta, Anastasiou, Yin, among others. The results in this research signaled that the formative trajectory, in which the faculty knowledge are built, ensures influences in the performance of the participants forming teachers as well as the marks left by his former teaches. The concepts and held by them about mathematics and its teaching is presented and multifaceted that admits a dialogue with the educational practice developed in the gap between specific and pedagogical knowledge.