Formação de professores de matemática: a proposta integradora da prática como componente curricular no IFFAR

• Ano de defesa: 2017
• Autor(a) principal: Preussler, Roberto
• Orientador(a): Grando, Neiva Ignês
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Faculdade de Educação – FAED
• País: Brasil
• Palavras-chave em Português: Professores; Currículos; Matemática
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.upf.br/jspui/handle/tede/1219

In this research we problematize the initial formation of mathematic teachers, hav ing as theme the practice as curriculum component (PCC). Our objective was to analyze the meanings attributed by the subjects of the processing formation (managers, teachers and students) to the integrative proposal, attributed by the Nacional Education Co uncil (CNE) for the PCC. In our investigative course, we reconstructed a dialogue with the academy and with the legislation about the theme, we identify the inclusion process of this practice in the Mathematic Teachers Graduation and we systematize the meanings of the integrations propose of PCC to the mathematic teachers initial formation process. The research problem consists on the question: are the Practice as Curriculum Component forming in an integration element between the formation school and the professional actuation school, between the specific area contends of education and, between this, the theory contends and the professional practice of teaching? For answer this question, we organized a qualitative research which had as research universe the four campuses which offer the Mathematic Teaching Course and the Instituto Federal Farroupilha Rectory (IFFar). The data were constructed by the institution and courses’ documents, interviews with the managers, teachers and students and by questionnaires s ent to teachers and students. We based our investigation in the Epistemology of Pedagogical Practice which has origin in John Dewey’s reflexions and contemporary authors that dialogue with this epistemology perspective. The data analyses was guided by the Contend Analysis and had as main reference Laurence Bardin. The methodological course research was divided in four parts: (i) initially we presented the institution and its courses, and then, we reconstructed the meanings of (ii) manangers of the instituti ons and courses, (iii) the formation teachers and (iv) the students of practice as curriculum component. The meanings of the managers were systematized in themes and, the teachers’ and student s’ ones in categories of analyzes. As a result of the investigat ion, we verified that (i) the integrative proposal of PPC mobilize a reorganization of the process of mathematic teachers’ formation of IFFar: a reorganization which (ii) bring consequences to the course management actions, as (iii) requests another pedagogical actions to the formations teachers. Therefore, we evidence the emergency of a paradigm different of the conventionally accomplished in the teachers’ initial formation process. Even so, the research points out that (iv) it is possible and (v) it is necessary to advance on the construction of meanings of the integrative proposal of PPC such as they transcend the academic discussion and the laws and they turn in pedagogical actions in the formation process. This actions may be based on the reflexive dial og, between theory and practice of teaching on the formation and they may integrated the schools of formation (the teaching school and the basic school). Thus, (vi) we suggest as interrupted process of continued formation in service of the managers and formation of teachers who acted on the teaching courses, but also involving the mathematic teachers of the basic schools and the teachers in formation.