Um estudo sobre as contribuições de um curso de formação continuada a partir das narrativas de professoras que ensinam matemática

• Ano de defesa: 2013
• Autor(a) principal: Andrea Silva Gino
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Formação de professores; Educação matemática; História oral; Programa de pós graduação lato sensu em docência na educação básica LASEB; Educação; Professores Formação; Matematica Estudo e ensino
• Link de acesso: http://hdl.handle.net/1843/BUOS-9AYKH5

In this work we present our research in order to understand the contributions brought by the course of Specialization in Mathematics Education of the Postgraduate Program for Teaching in Basic Education (Programa de Pós Graduação Lato Sensu em Docência na Educação Básica LASEB), from the narratives of teachers who teach mathematics in the 2nd cycle of formation at the municipal schools of Belo Horizonte. To guide our theoretical-methodological behaviour, we relied on concepts taken from the theoretical productions of Vicente Garnica. Such narratives showed ways for understanding our questioning and allowed an approximation to the theoretical concepts found in the works of Selma Pimenta, Maurice Tardiff and Kenneth Zeichner, as well as in papers written by authors more attached to the field of Mathematics Education. The research, which had Oral History as theoretical-methodological basis, resorted to contributions represented by interviews with ten teachers who had attended LASEB. The recorded and transcribed oral narratives generated ten textualizations and texts containing a synthesis of our comprehension of the narratives. In the perspective of sharing our analyses with the interviewed teachers, we invited them to a second interview, which originated other textualizations. The analysis of the empirical material was performed from two strands: that of singularities evidenced by each teacher and that of regularities in the whole of the teachers narratives. In relation to regularities, we focus on four non-disconnected points which are sequentially analysed: approximations and deviations in relation to mathematics; previous academic background, life experience, and LASEB background; evaluation; research and learning. Among the findings allowed by the narratives embodied in this study, we highlight the fact that LASEB indisputably marked the history of the teaching training of those ten teachers who took part in this research. Nevertheless, it was also perceived that the teachers regarded the results of the course as fragile for sustaining the role of those mathematics teachers involved in the first years of elementary education having in view their evaluation over their own knowledge about mathematics teaching.