Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Carolini Casarini Cardoso |
| Orientador(a): |
Thiago Pedro Pinto |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Fundação Universidade Federal de Mato Grosso do Sul
|
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Link de acesso: |
https://repositorio.ufms.br/handle/123456789/9236
|
Resumo: |
This research was developed in the Graduate Program in Mathematics Education (PPGEduMat) of the Master's course at the Federal University of Mato Grosso do Sul, linked to the HEMEP Group — History of Mathematics Education in Research. The study investigates the uses and meanings assigned to the term “teacher” in published doctoral dissertations at PPGEduMat. Our choice is driven by the initial quest to understand how teacher identity is constructed, the various consulted works point to multiple factors, such as culture, society, academic background, experiences, and pedagogical knowledge. The research, specifically doctoral theses, both corroborate the formation of these teacher images and record these attributions and uses. To identify these images, we rely on Ludwig Wittgenstein's philosophy of language, adopting the perspective that meaning is determined by usage, avoiding a transcendental or metaphysical approach. We use the concept of language games as tools for comparison, imbued in a philosophical therapy. In this work, we present an analysis of the meanings found in the dissertations, accompanied by reflections and compared images during the reading and writing process. The conclusion is reached through a therapeutic approach, revealing that the dissertations not only reflect the complexity of teacher identity, but also present various images, attributions, and applications. |
