Concepções de EJA, de ensino e de aprendizagem de matemática de formadores de professores e suas implicações na oferta de formação continuada para docentes de matemática

• Ano de defesa: 2012
• Autor(a) principal: Brunelli, Osinéia Albina
• 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: Educação de jovens e adultos; Educação matemática; Professor formador; Formação continuada de professores de EJA; Concepções; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Education of youth and adults; Mathematic education; Trainer teacher; Continued formation of EJA teachers; Conception
• Link de acesso: http://ri.ufmt.br/handle/1/910

The work presented refers to a research that has as intention, to investigate and understand the conceptions of teaching and learning of Math by teachers from CEFAPROs (Center of Formation and Updating on Professionals from Basic Education) in the Education of Youth and Adults. Those conceptions are reported in their own speech and in their daily notes when planning the directed formation to the Math teachers that act in the Education of Youth and Adults (EJA). The research role played focusing the following question: in which conceptions of EJA, of the teaching and learning of Math, do the teachers‟ trainers from CEFAPROs, substantiate themselves to organize the continued formation of the Math mentors that act in EJA? In this research we defend a conception that the Education of Youth and Adults must be repairing, equalizer and qualifying. We clearly show that, in this kind of teaching, it must be considered the peculiarities and the diversities of the subjects. We evidence the necessity of an EJA that comprehends that education is everybody‘s rights and that it must happen through our entirely life. To build this discussion, we substantiate on the following authors: Haddad (1994, 2001, 2002, 2009), Fonseca (2005), Di Pierro (2004, 2005, 2008), Freire (1981, 1987, 1996, 2001, 2008), etc. We also protect a Math teaching that valorizes the construction of strategies on solving problems, that pursue motivating the creativity, the personal initiative, the group activities that try working the promotion of autonomy and that contributes meaningly to the EJA‘s subjects. To the construction of this conceptual category we had the support of the following authors: D‘Ambrosio (1994, 2005), Fiorentini (1995, 2003), Pontes (1982, 1992), Darsie (1999) beyond others. In this research, we also keep that all the continued formation must begin from a social dimension of EJA, that in this case are general constructions that hope to give a better comprehension of the genre, passing through steps that bring The Curriculum Purpose to reach a more specific context which is the methodological question of each school subject or knowledge area. To provide the discussion we dialog with the following authors: Gonçalves (2000), Imbernon (2000), Nóvoa (1992, 2009), Perrenoud (2003) beyond others. The methodology used was the qualitative approach of interpretative analysis, based in Bogdan & Biklen (1994), Ludke & André (2004) and etc. The information were composed through part-structured questions and interviews. Data was collected in three different CEFAPORs and the subjects were four trainers of Math teachers. The meaning of this work revels, therefore, by the search of paths that shows how the continued formation happens with teachers that act in EJA in the public schools of the State of Mato Grosso. From the academic reference and the collected data, we established as analysis categories, the traditional perspective and grown up of the educational system. In response to the problem in this investigation, we conclude that trainers present free conceptions of EJA. Their conceptions of teaching and learning of Math, surround between the traditional and emancipated perspectives, keeping a tendency to the emancipated perspective of Math teaching. Even though the trainers seem to show significant conceptions of EJA, of teaching and learning Math, the data from the research show that nowadays, they don‘t organize the continued formation to the teachers of Math that act in the Education of Youth and Adults, it means that there isn‘t an specific continued formation to this educator.