Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Bemme, Luis Sebastião Barbosa |
| Orientador(a): |
Isaia, Silvia Maria de Aguiar |
| Banca de defesa: |
Ciscar, Salvador Llinares,
Cyrino, Márcia Cristina da Costa,
Valls, Julia,
Scremin, Greice,
Bisognin, Vanilde |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências e Matemática
|
| Departamento: |
Ensino de Ciências e Matemática
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/872
|
Resumo: |
This research is linked to the Teachers Education Research Line of the Doctorate Course from the Post-Graduation Program in Teaching of Science and Mathematics at the Franciscan University. It aims at identifying features concerning the teachers’ apprenticeship, which emerge in a process of meaning negotiation among teachers who teach Mathematics and have different education in the context of a Community of Practice. The participants of this study were Math teachers who work both in Children Education and in Elementary School (first and last years). The actions were developed throughout the year 2018 and are oriented by the assumptions from the Community of Practice allied to the theoretical constructs of the Historical-Cultural Theory. Such theories allowed developing what we call formative cycle, which, in this investigation, has performed an organizational role of the actions realized. The data collection tools were a semi structured interview and the processes of meaning negotiation established in the Community of Practice and taken through the audio recording of the sections. Data analysis took place at two different times. In the first of them, based on the interviews and using the principles of Bardin's Content Analysis (2011), indicators that characterize teachers from the level at which they work are evidenced. The data collected during the training sessions were analyzed based on an adaptation of Vygotsky's Historical-Genetic Instrumental Method. The results indicate that the formative environment has become a space for teaching learning possibilities based on the four movements of teaching learning identified, they are: Movement of teaching learning I - The (re) construction of knowledge of the logical-historical movement of the concept ; Teacher learning movement II: The development of a teaching activity as a learning moment; Movement of teaching learning III: The contents addressed in the teaching activity as moments for teaching learning and Movement of teaching learning IV: The BNCC as a generating element for reflection on the curriculum organization of mathematics. These learning movements indicate that a formative space organized in the principles of a Community of Practice, favors the process of discussion and negotiation of meanings, which promotes teaching learning, both of specific and pedagogical knowledge, of the subjects involved. |
