O design pedagógico de cursos de Pedagogia em EAD de São Luís - MA : análise do processo formativo do professor que ensina matemática nos anos iniciais do ensino fundamental

• Ano de defesa: 2023
• Autor(a) principal: Silva, Márcia Valéria Melo e
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: Design reflexivo; Formação de professores; Ensino de matemática; Educação a distância; Pedagogia; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Teacher training; Pedagogical design; Mathematics teaching; Long distance education; Pedagogy
• Link de acesso: http://ri.ufmt.br/handle/1/5892

This thesis investigates The Pedagogical Design of the Long Distance Education Pedagogy Course in São Luís - MA: analysis of the formative process of the teacher who teaches Mathematics in the early years of Elementary School. It aims to analyze the pedagogical characteristics of formation of the pedagogical design of two Courses of Pedagogy in Education with skills for long distance learning in the city of São Luís, specifically with regard to the formation of Mathematics teachers in the beginning of Elementary School, having as reference the training for reflective practice. One of the courses belongs to the public network, and the other, to the private network, and both offer “Licenciatura” in Long Distance Learning Pedagogy. This is a research carried out in two higher education institutions in the city of São Luís do Maranhão, with a qualitative approach whose data have empirical and bibliographic origin. As an instrument for collecting empirical data, questionnaires with open questions were used to obtain free responses from the subjects. Five students, four teachers and the manager/coordinator of each of the two researched courses participated in the research. With regard to the theory of reflection in teacher training, the theoretical framework of support and foundation is made up of researchers on this subject. The categories of analysis, in summary, converged to the formation for the teaching of Mathematics. With regard to the students, the answers showed that they do not feel safe or prepared to teach Mathematics, as the objects of knowledge related to the teaching of Mathematics in the Course are not able to fill the gaps that they claim to bring from their school trajectory. With regard to the teachers, the results converge in the sense that they do not master Mathematics, do not have fundamentals to teach Mathematics, consider the workload of subjects related to Mathematics insufficient, resent the lack of more modern technologies to teach Mathematics and the investments privilege costs over the quality of education. They also point out that improvisation and arrangement are part of the course routine and curricular activities. In the management/coordination segment, the study found that both managers have experience in Long Distance Education, but this is not decisive to change the structural weaknesses that the Course in this modality presents, ranging from planning, evaluation, pedagogical practices, interaction via platform, among others. It is concluded that a restructuring of the entire process of construction of the pedagogical design is necessary in order to obtain training within the scope of what is proposed in this thesis, which implies a dynamic conception of planning and differentiated actions, aligned with a critical-reflective rethinking and it is based on the dialogicity of distance education, contributing to the process of knowledge diffusion in the educational context of the “Licenciatura” in Pedagogy Long Distance Education course.