Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Machado, Renata Barth |
| Orientador(a): |
Pigatto, Aline Grohe Schirmer |
| Banca de defesa: |
Flores, Marcia Viaro,
Denardi, Vania Bolzan,
Bulegon, Ana Marli,
Porta, Leonardo Dalla |
| 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/1039
|
Resumo: |
Active methodologies are teaching methods and strategies that include moments of individual and collaborative learning, involving students at all times in the process, which may or may not be mediated by technologies. The adoption of these methodologies is being strengthened by the realization of benefits in education, since they promote the development of autonomy, independence and protagonism of the student. In this context, this study defended the thesis that the experiences with active methodologies, offered to teachers in their initial and continuing education, have direct implications for the insertion of these methodologies in the teaching practice of these teachers. The study had as general objective to analyze the implications of living with active methodologies in the performance of the Mathematics teacher, who teaches this discipline in the initial training courses for Mathematics teachers. This is a mixed approach research, in which data collection was carried out through an online questionnaire, consisting of objective and discursive questions. The participants were professors with a degree in Mathematics, who work at higher education institutions in Rio Grande do Sul and who teach in Mathematics degree courses. It was shown that the experiences with active methodologies in training processes, both initial and continued, directly imply the insertion of these methodologies in the classroom. Also, the data showed that the professors participating in the research perceive in a very concrete way the importance and applicability of active methodologies, however, they do not effectively incorporate them into their practice. They recognize that the use of active methodologies requires a differentiated evaluation process and that they provide the development of the student's autonomy and protagonism. Finally, it is noteworthy that in this study, it was possible to trace the teacher profile, contrasting the extent to which initial and continuing education influence the construction of elements in the teaching practice of teachers who work in Mathematics licentiate courses in Rio Grande do Sul, in addition to verifying the use of innovative methodologies, which are close to the evolution and the way to acquire and apply knowledge, following the new generations and educational updates. |
