Formação de professores de matemática: entre os saberes da docência e a práxis educativa

• Ano de defesa: 2015
• Autor(a) principal: Nascimento, Soraya Viana do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação; UFSM; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Formação docente inicial; Práxis docente crítico-reflexiva; Saberes da docência; Saberes específicos da área de matemática; Initial teacher formation; Critical reflexive teaching praxis; Teacher`s knowledge; Mathematics specific knowledge; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/7247

This study was carried out in the context of the Research Line Training, Knowledge and Professional Development , within the Post-graduation Program in Education, in Santa Maria Federal University. The main objective was to analyze the possibilities of articulation between the teacher`s knowledge and the educational praxis in the initial training, aiming the performance in the Basic, Technical and Technological Education, in the Mathematics Teaching College Course, in the Instituto Federal do Tocantins- TO. The specific objectives were to list the knowledge considered by the undergraduate students as basic for their formation; understand which of the formative dimensions the undergraduate students assign to the pedagogical knowledge, according to their own initial formation process; identify how the teacher`s knowledge are approached in the curricular proposition of the Mathematics Teaching College Course that is proffered by the IFTO; verify if the teacher`s knowledge is considered in the structuring of the critical reflective teacher`s praxis in the EBTT. Considering the theoretical framework, the initial teacher`s training, the teacher`s praxis, the knowledge involved in the teaching practice, the specific know-how in the Mathematics field and the critical reflective teacher were addressed. The research, of a qualitative approach (LUDKE; ANDRE, 1986; GIL, 1999) was a case study (ANDRE, 1984; YIN,2001), was carried out through individual questionnaires, with the undergraduate students of the Mathematics Teaching College Course in the Instituto Federal de Educação, Ciência e Tecnologia-Campus Palmas. The collected data was analyzed through the Discursive Textual Analysis (MORAES; GALIAZZI, 2011). This study made it possible to examine the possibilities of connections between the teacher`s knowledge and the educational, critical and reflexive praxis of the Mathematics imminent teachers in their initial formation process. It also promoted some thinking on the basic, technical and technological education, as well as furthered some subsidies to the evaluation of the curricular structure and purpose of the course, according to the students`view.