Clube de Matemática : ambiente de aprendizagem docente na formação inicial de professores

• Ano de defesa: 2022
• Autor(a) principal: Carvalho, Hamilton Cunha de
• 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: Clube de Matemática; Formação inicial de professores; Aprendizagem docente; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Math Club; Undergraduated teacher education; Teaching learning
• Link de acesso: http://ri.ufmt.br/handle/1/5884

This research investigated how teaching learning is appropriated by students of the Integrated Degree in Mathematics and Physics (LIMF) at the Federal University of Western Pará (UFOPA) when they participated in actions promoted by the UFOPA Math Club. This is a qualitative case study, through which we proposed to accompany 15 LIMF students, scholarship holders of the Institutional Program for Teaching Initiation Scholarships (PIBID), in carrying out the activities of this club during the period of July from 2018 to February 2020. Our thesis is that teaching learning can be moved, acquired or incorporated by these students in initial training through collective work with basic education teachers and university professors in the elaboration, application and evaluation of activities of this Math Club. As a participant observer, we took the reflective diaries produced by the undergraduates, the semi-structured interviews we conducted with them and our field diaries as the corpus of this investigation. The theoretical basis composed of principles, trends and teaching knowledge in initial teacher training, together with the triangulation of data collection instruments combined with the Discursive Textual Analysis method, allowed us to identify five essential learnings for the teaching practice that were Assumed as our categories of analysis, they are: learning content, learning methodologies, learning professionality, learning collaborative work and learning a critical sense. Due to the fact that the performance of future Mathematics teachers, in these actions, has provided them with moments of sharing and exchanging experiences with teachers in other stages of the teaching career, contact with new ways of teaching Mathematics and the problematized and reflected experience of the school reality, we came to the conclusion that the appropriation of these five learnings, as well as the factors that contributed to it, are closely linked to the effective participation of these graduates in the actions that make up the UFOPA Math Club.