A disciplina de Didática no curso de Licenciatura em Matemática da UFPB/Campus IV na perspectiva dos estudantes

Bibliographic Details
Main Author: Rodrigues, Daniel
Publication Date: 2022
Format: Bachelor thesis
Language: por
Source: Biblioteca Digital de Teses e Dissertações da UFPB
Download full: https://repositorio.ufpb.br/jspui/handle/123456789/27411
Summary: This research investigated the discipline of Didactics and its contributions to the training of teachers in the Mathematics Degree course at UFPB – Campus IV. The questions that guided this study were: what is the understanding formed about the discipline of Didactics for these students? What is the role attributed to the construction of pedagogical knowledge of mathematics teachers in training? From the methodological point of view, we used a qualitative approach and worked with a universe of 06 students of the Degree in Mathematics course at Campus IV of UFPB, working in Basic Education. With regard to data production procedures, we used document analysis and semi-structured individual interviews. The data show that the training of mathematics teachers needs a strong pedagogical bias and that Didactics is responsible for conducting this training. The results found allow us to say that the discipline of Didactics is approached from a critical, reflective and, mainly, political perspective. In addition, the undergraduates claim that Didactics helps in the construction of pedagogical practices and that the dis
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spelling A disciplina de Didática no curso de Licenciatura em Matemática da UFPB/Campus IV na perspectiva dos estudantesDidáticaFormação docenteCurso de matemáticaDidacticsTeacher trainingTeacher trainingCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAThis research investigated the discipline of Didactics and its contributions to the training of teachers in the Mathematics Degree course at UFPB – Campus IV. The questions that guided this study were: what is the understanding formed about the discipline of Didactics for these students? What is the role attributed to the construction of pedagogical knowledge of mathematics teachers in training? From the methodological point of view, we used a qualitative approach and worked with a universe of 06 students of the Degree in Mathematics course at Campus IV of UFPB, working in Basic Education. With regard to data production procedures, we used document analysis and semi-structured individual interviews. The data show that the training of mathematics teachers needs a strong pedagogical bias and that Didactics is responsible for conducting this training. The results found allow us to say that the discipline of Didactics is approached from a critical, reflective and, mainly, political perspective. In addition, the undergraduates claim that Didactics helps in the construction of pedagogical practices and that the disEsta pesquisa investigou a disciplina de Didática e suas contribuições para a formação de professores no curso de Licenciatura em Matemática da UFPB – Campus IV. As questões que nortearam este estudo foram: qual a compreensão formada sobre a disciplina de Didática para esses estudantes? Qual o papel que atribuem a construção dos saberes pedagógicos dos professores de matemática em formação? Do ponto de vista metodológico, utilizamos a abordagem qualitativa e trabalhamos com um universo de 06 estudantes do curso de Licenciatura em Matemática do Campus IV da UFPB, atuantes na Educação Básica. No que se refere aos procedimentos de produção de dados, utilizamos a análise documental e a entrevista individual semiestruturada. Os dados evidenciam que a formação do professor de matemática necessita de um forte viés pedagógico e que a Didática é responsável por conduzir essa formação. Os resultados encontrados nos permitem dizer que a disciplina de Didática é abordada em uma perspectiva crítica, reflexiva e, principalmente, política. Além disso, os licenciandos afirmam que a Didática auxilia na construção das práticas pedagógicas e que a disciplina atua como organizadora da prática docente, na busca pela melhor forma de ensinar.Universidade Federal da ParaíbaBrasilMatemáticaUFPBAraújo, Osmar HélioRodrigues, Daniel2023-07-07T17:03:47Z2022-12-172023-07-07T17:03:47Z2022-12-15info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesishttps://repositorio.ufpb.br/jspui/handle/123456789/27411porThis research investigated the discipline of Didactics and its contributions to the training of teachers in the Mathematics Degree course at UFPB – Campus IV. The questions that guided this study were: what is the understanding formed about the discipline of Didactics for these students? What is the role attributed to the construction of pedagogical knowledge of mathematics teachers in training? From the methodological point of view, we used a qualitative approach and worked with a universe of 06 students of the Degree in Mathematics course at Campus IV of UFPB, working in Basic Education. With regard to data production procedures, we used document analysis and semi-structured individual interviews. The data show that the training of mathematics teachers needs a strong pedagogical bias and that Didactics is responsible for conducting this training. The results found allow us to say that the discipline of Didactics is approached from a critical, reflective and, mainly, political perspective. In addition, the undergraduates claim that Didactics helps in the construction of pedagogical practices and that the discipline acts as an organizer of teaching practice, in the search for the best way of teaching.Attribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2023-07-08T06:04:40Zoai:repositorio.ufpb.br:123456789/27411Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| bdtd@biblioteca.ufpb.bropendoar:2023-07-08T06:04:40Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false
dc.title.none.fl_str_mv A disciplina de Didática no curso de Licenciatura em Matemática da UFPB/Campus IV na perspectiva dos estudantes
title A disciplina de Didática no curso de Licenciatura em Matemática da UFPB/Campus IV na perspectiva dos estudantes
spellingShingle A disciplina de Didática no curso de Licenciatura em Matemática da UFPB/Campus IV na perspectiva dos estudantes
Rodrigues, Daniel
Didática
Formação docente
Curso de matemática
Didactics
Teacher training
Teacher training
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
title_short A disciplina de Didática no curso de Licenciatura em Matemática da UFPB/Campus IV na perspectiva dos estudantes
title_full A disciplina de Didática no curso de Licenciatura em Matemática da UFPB/Campus IV na perspectiva dos estudantes
title_fullStr A disciplina de Didática no curso de Licenciatura em Matemática da UFPB/Campus IV na perspectiva dos estudantes
title_full_unstemmed A disciplina de Didática no curso de Licenciatura em Matemática da UFPB/Campus IV na perspectiva dos estudantes
title_sort A disciplina de Didática no curso de Licenciatura em Matemática da UFPB/Campus IV na perspectiva dos estudantes
author Rodrigues, Daniel
author_facet Rodrigues, Daniel
author_role author
dc.contributor.none.fl_str_mv Araújo, Osmar Hélio
dc.contributor.author.fl_str_mv Rodrigues, Daniel
dc.subject.por.fl_str_mv Didática
Formação docente
Curso de matemática
Didactics
Teacher training
Teacher training
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
topic Didática
Formação docente
Curso de matemática
Didactics
Teacher training
Teacher training
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
description This research investigated the discipline of Didactics and its contributions to the training of teachers in the Mathematics Degree course at UFPB – Campus IV. The questions that guided this study were: what is the understanding formed about the discipline of Didactics for these students? What is the role attributed to the construction of pedagogical knowledge of mathematics teachers in training? From the methodological point of view, we used a qualitative approach and worked with a universe of 06 students of the Degree in Mathematics course at Campus IV of UFPB, working in Basic Education. With regard to data production procedures, we used document analysis and semi-structured individual interviews. The data show that the training of mathematics teachers needs a strong pedagogical bias and that Didactics is responsible for conducting this training. The results found allow us to say that the discipline of Didactics is approached from a critical, reflective and, mainly, political perspective. In addition, the undergraduates claim that Didactics helps in the construction of pedagogical practices and that the dis
publishDate 2022
dc.date.none.fl_str_mv 2022-12-17
2022-12-15
2023-07-07T17:03:47Z
2023-07-07T17:03:47Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/bachelorThesis
format bachelorThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://repositorio.ufpb.br/jspui/handle/123456789/27411
url https://repositorio.ufpb.br/jspui/handle/123456789/27411
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv This research investigated the discipline of Didactics and its contributions to the training of teachers in the Mathematics Degree course at UFPB – Campus IV. The questions that guided this study were: what is the understanding formed about the discipline of Didactics for these students? What is the role attributed to the construction of pedagogical knowledge of mathematics teachers in training? From the methodological point of view, we used a qualitative approach and worked with a universe of 06 students of the Degree in Mathematics course at Campus IV of UFPB, working in Basic Education. With regard to data production procedures, we used document analysis and semi-structured individual interviews. The data show that the training of mathematics teachers needs a strong pedagogical bias and that Didactics is responsible for conducting this training. The results found allow us to say that the discipline of Didactics is approached from a critical, reflective and, mainly, political perspective. In addition, the undergraduates claim that Didactics helps in the construction of pedagogical practices and that the discipline acts as an organizer of teaching practice, in the search for the best way of teaching.
dc.rights.driver.fl_str_mv Attribution-NoDerivs 3.0 Brazil
http://creativecommons.org/licenses/by-nd/3.0/br/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution-NoDerivs 3.0 Brazil
http://creativecommons.org/licenses/by-nd/3.0/br/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade Federal da Paraíba
Brasil
Matemática
UFPB
publisher.none.fl_str_mv Universidade Federal da Paraíba
Brasil
Matemática
UFPB
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da UFPB
instname:Universidade Federal da Paraíba (UFPB)
instacron:UFPB
instname_str Universidade Federal da Paraíba (UFPB)
instacron_str UFPB
institution UFPB
reponame_str Biblioteca Digital de Teses e Dissertações da UFPB
collection Biblioteca Digital de Teses e Dissertações da UFPB
repository.name.fl_str_mv Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)
repository.mail.fl_str_mv diretoria@ufpb.br|| bdtd@biblioteca.ufpb.br
_version_ 1831313943853793280

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