Olhar sem os olhos : cognição e aprendizagem em contextos de inclusão : estratégias e percalços na formação inicial de docentes de matemática

• Ano de defesa: 2015
• Autor(a) principal: Bandeira, Salete Maria Chalub
• 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: Formação inicial de matemática; Deficiência visual; Neurociência; Prática pedagógica; Inclusão; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Initial formation of mathematics; Visual impairment; Neuroscience; Teaching practice; Inclusion
• Link de acesso: http://ri.ufmt.br/handle/1/6239

ABSTRACT: This work reports a study in the initial training of mathematics teachers favoring the practice for a formation of a critical reflective teacher, with emphasis on cognitive processes of teaching that result and emerge from the neuroscience applied to education, highlighting the basic cognitive processes (attention, perception and memory) and the development of the psychological superior functions (the active or volunteer attention, the logical thinking and the reflection). The investigation was build up in the initial training of students of the Undergraduate Course in Mathematics of the Federal University of Acre (UFAC), in the context of the subjects Practices of Mathematics Teaching III and IV and Applied Informatics to the Teaching of Mathematics, (components of the curriculum structure in the 3rd, 4th and 5th periods), and in four high school schools of the state of Rio Branco (AC) which are in the inclusion process of blind students in regular classes. It was articulated around the following problem: how can the use of physical spaces, time, concepts and pedagogical praxis, in the context of Initial Mathematics Teacher Training favor the inclusion of blind students in the high schools of Rio Branco-Acre? This question aims to provide the offer of physical space, time, concepts and pedagogical praxis mediated by the cognitive processes of reflection in the context of Initial Training of Math Teachers allowing the construction of knowledge that makes possible the inclusion of blind students in high school schools, rather than their simply school integration. This is a qualitative approach of research in education using as central reference the recommendations of collaborative research-action. The process began in 2011, and it points out the following results, among others: a) professional development of the trainer/researcher through research and scientific communication; b) knowledge construction and professional identity of Mathematics teachers in process of initial formation; c) inclusion of blind students in regular mathematics classes; d) change of paradigm with the involved ones going from an adaptation/integration of visually impaired students to an affective inclusion in mathematics classes in High School; e) construction and adaptation of didactic resources in a collaborative way for the teaching-learning of mathematics; f) participative evaluation of processes and products; g) it became possible the dialogue on inclusion in the schools which worked as a research field, both in school and management level; h) the research made possible a change of eminently theoretical practice to an inserted practice in the school reality in the subject Practices of Mathematics Teaching; i) the research shows that there is a need to create a university policy that implies changes on the training curriculum for disciplines of inclusion to appear as offerings on the first year course, and the formation of trainers for the education in diversity.