O projeto Observatório da Educação com foco em matemática e iniciação às ciências : possíveis contribuições na aprendizagem da docência e perspectiva de configurar-se como alternativa de atividades complementares na formação inicial (Licenciatura em Matemática)

• Ano de defesa: 2013
• Autor(a) principal: Grotti, Rogério
• 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: Aprendizagens da docência; Atividades complementares; Formação inicial de professores de matemática; Projeto observatório da educação; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Teaching learning; Complementary activities; Mathematics teachers’ initial formation; Observatory on education project
• Link de acesso: http://ri.ufmt.br/handle/1/995

This study is about a master degree research carried out in 2011-2013. It was designed in order to investigate the activities proposed in the project "Observatory of Education with Focus in Mathematics and Science Initiation”, mainly if they can contribute to the teaching learning process in mathematics and also being configured as an alternative of complementary activities in initial education (degree in mathematics). The theoretical basis used for the analysis was anchored in the following authors as Fernandes (2003), Masetto (1998, 2003), Mizukami (1996, 2000, 2002), Nóvoa (1991, 1992, 1995), Perrenoud (2003), Pimenta and Anastasiou (2002), Severino and Pimenta (2002) and Tardif (2002), among others who discuss on formation and teaching labor. Based on the theoretical construction, which involved the formation of undergraduate courses in mathematics, it was elected three groups of categories for doing the analysis and interpretation of the information: 1) Trends of the initial formation: technical rationality and practical rationality; 2 ) Needed knowledge about teaching ; and 3 ) How does this knowledge is acquired? The methodology was guided by a qualitative interpretative approach of comprehensive nature, based on Bogdan and Biklen (1994), Bauer and Gaskell (2002) and Bicudo (2011), among others researchers who adopt this approach of analysis. The research was carried out in the context of four public schools in the state of Mato Grosso – which participate the project "Observatory of Education with Focus in Mathematics and Science Initiation". The participants were two graduate students in Mathematics of the Federal University of Mato Grosso - UFMT – they are research students of the studied project in which they develop assignments. The data gathering counted on the following instruments: questionnaire, semi-structured interviews, observation of research students’ participation in the activities of the studied project, and documental analysis. Having in mind the aims of the research it was done an intersection of the researched project and the activities carried out in the learning of the teaching formation. This procedure counted on only two participants, which leads this investigation to be named as a case study in which it was sought to answer the research concerns. The results revealed that the participants, even coming from a graduate course defined as a high technical aspect of rationality search for the guidance of the practical rationality approach. They conceive the knowledge needed for teaching labor using the trio of dimensions: a) Knowledge of specific knowledge; b) Pedagogical knowledge; and c) Knowledge of experience. Another relevant aspect was about the favorable positioning of the studied participants, who used the contributions of the project for the teaching learning in mathematics occurred. The Observatory of Education with Focus in Mathematics and Science Initiation can be configured as an alternative to enrichment activities in initial formation (degree in Mathematics).