Formação continuada em modelagem matemática em contexto de pesquisa: um estudo a partir dos professores participantes

• Ano de defesa: 2018
• Autor(a) principal: Martens, Adan Santos
• Orientador(a): Klüber, Tiago Emanuel
• Banca de defesa: Klüber, Tiago Emanuel , Vertuan, Rodolfo Eduardo , Strieder, Dulce Maria , Ciani, Andréia Büttner
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Formação de Professores; Âmbito de pesquisa; Tendência metodológica; Ensino de Ciências e Matemática
• Palavras-chave em Inglês: Teacher’s training; Research scope; Methodological tendency; Teaching Science and Mathematics
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.unioeste.br/handle/tede/3925

Over the last two decades, the debate on Mathematical Modeling in Mathematical Education has advanced. It can be noticed from: the growing number of research reports through papers submitted in journals; the specific Modeling events, which has brought together a large number of researchers teachers, and students; in Brazil, the line modeling research in education and its dissemination through continuing education courses, postgraduate courses and the inclusion of Modeling disciplines in the curriculum of undergraduate courses. All this together, certifies this advance and strengthening of this trend in Mathematics Education. However, regarding classroom, the adoption of Modeling by teachers has not followed this movement. This initial concern was turned into a yearning to understand the phenomenon - teacher training in Modeling in the context of research - we assume a phenomenological research attitude, in which we seek to go back to the things themselves, to see what is not immediately visible of the phenomenon investigated, without preconceptions and previous theoretical conceptions. Based on the question, " According to the participating teachers, What is shown by the continuous training in Modeling developed in the scope of research,?" We proceeded with the collection of statements, being significant subjects of this research, seven teachers of Mathematics of Basic Education who experienced the phenomenon investigated. In order to optimize the analysis process, we rely on Atlas.ti software. The statements were transformed into written texts and inserted into this analysis tool. In order to find a sense, we proceeded with repeated readings having as the north the question of research assumed. From this process, one hundred and seven units of meaning were highlighted. Continuing the process of reduction, articulating convergences between units, we established five categories expressed as: 1) "C1 - Duration, context of formation and school"; 2) "C2 - Training and practice of Modeling" 3) "C3 - Training comprehension"; 4) "C4 - Teacher's Contact with Modeling"; 5) "C5 - On the role of the trainer in formation" who have been described and interpreted. After the hermeneutic analysis seeking to transcend what is described in the categories, among other things, it is shown that the training offered in the context of research, which is done by leading experts, researchers in the field, seems to have the same impact as other short courses. It reveals the need for formations be broader in order to overcome teachers' misunderstandings about Modeling and, in addition, be planned beyond research. It also discloses that approaches need to be rethought in order to enable teachers to build an autonomous posture and manner of working with Modeling in the classroom. It is pointed out to the need for the creation of permanent models of Modeling that allows an approximation between the researchers in the Modeling and the teachers of Basic Education.