Saberes docentes expressos na fala de pedagogos sobre o ensino da matemática no 6º ano - 3ª etapa do 2º ciclo da rede municipal de Cuiabá - MT

• Ano de defesa: 2018
• Autor(a) principal: Fonseca, Rosilda da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Saberes docentes; Curso de pedagogia; Formação matemática dos pedagogos para o 6º ano; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Teachers knowledges; Pedagogy course; Mathematical formation of the pedagogues for the 6th year
• Link de acesso: http://ri.ufmt.br/handle/1/3565

The present work is a result of masters research in education developed in the graduate program in Education of the Federal University of Mato Grosso. Has as theme of Research Knowledge expressed in the speech of pedagogues on the teaching of mathematics in 6th year - 3rd stage of the 2nd cycle of the Municipal Network of Cuiabá-MT. The proposal of discussion is the initial formation of this professional, the challenges and difficulties faced by them for the teaching of Mathematics in the 6th year - 3rd stage of the 2nd Cycle of Elementary Education in the city of Cuiabá-MT. The initial formation of the pedagogue is analyzed to identify the reference contents, formative experiential knowledges and to answer the problem that presents itself from the object of investigation: What teacher's knowledges the pedagogue manifests through the speech about the teaching of Mathematics in the 6th year? The general objective is to analyze the knowledges of the professional formation, the disciplinary knowledges, curricular knowledges and the experiential knowledges manifested in the pedagogues' talk about the contents of Mathematics in the 6th year. As a theoretical contribution, it is based on Tardif (2011, 2012), which allowed the research to be carried out in the professional, disciplinary, curricular and experiential knowledges, with the complementation of Pimenta (1997), who contributed with Tardif (2012) with experiential knowledges. It is supported by Brzezinski (1999, 2004), Saviani (2004), Scheibe and Aguiar (1999), who assisted in reporting on the Pedagogy Course in Brazil. In the study on the curriculum and menus of the Pedagogy Courses, Curi (2004) was reported. Regarding the implantation of the Formation Cycles in Cuiabá, Cuiabá-MT (2000) was reported as a reference. Qualitative research was chosen and based on this choice, it was based on Bogdan and Biklen (1994). This type of approach presents a comprehensive and interpretative character of the participants' reality. About the production of data, was based on González Rey (2005). The locus of the research were three Municipal Schools of Cuiabá-MT. Participated in the research four pedagogues who worked with the teaching of Mathematics contents in the 6th year for at least one year. They answered a questionnaire of personal characterization and a semi-structured interview recorded in audio. To ensure anonymity codenames were assigned to each of them and their schools. The Curriculum Matrix was analyzed in the Pedagogical Project of the Pedagogy Course of Higher Education Institutions (PPCs) of each participant of the research, and the syllabus of the disciplines that are directed to the mathematical formation of these professionals. We also analyzed the Mathematics topics of the 5th and 6th years of the Reference Curriculum Matrix of the Cuiabá Education Department, comparing whether there would be similarity or sequence in the subjects. These analyzes focused on verifying how knowledge for teaching is contemplated in the Pedagogy Course of the research participants. Finally, the pedagogues' statements were analyzed, having as theoretical reference Tardif (2012). After all these analyzes, it is believed that we have reached the answer of our research problem: What teacher's knowledges the pedagogue manifests through the speech about the teaching of Mathematics in the 6th year? It can be said that the pedagogues of our research are only achieving the final goal that requires the teaching of the contents of Mathematics in the 6th year because they are supporting in the experiential knowledges.