A construção da identidade profissional do professor de matemática no Projeto de Licenciaturas Parceladas da UNEMAT/MT
Ano de defesa: | 2009 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
|
Departamento: |
Educação
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/11438 |
Resumo: | The parceled Teaching Credential Project was a historical experience to the Médio Araguaia zone, in the sense that it mobilized an entire region in order for it to become reality and had the state system as partner because of the lack of a public policy until then, of education and professionalization of teachers with no credential. The purpose of this study was to identify which components of the Parceled Teaching Credential Project contributed for the constitution of the teaching professional identity and for giving a new meaning to the classroom practice of the Math teacher coming from the axis teaching by research. For such, the concepts of teachers education, teaching professional identity, teacher s research, research teacher and teaching knowledge were important. Five interviews were held with recently graduated Math teachers, inquiries were applied to three coordinators of the Math course and documents were used about the project. From the data reading to the light of the theory, the following categories were established for analysis: 1) Path personal life and professional experience. Subdivided in: a) professional choice; b) basic and college education; c) work conditions and socializing process; d) investment in the career and in the professional development; 2) Process of identity constitution from recently graduated teachers; 3) Teaching view and specific knowledge of Math; 4) The research as teacher s work. Subdivided in: a) monographs and b) the insertion of the research activity at school. The study indicated that the Project contributed to the reasoning by the teachers about the sense of being a Math teacher, the constitution of his/her professional identity, seeing through the teaching by research, the structuring axis of his/her work and how to give a new meaning of his/her practice in the classroom. From this study, it was possible to conclude that the Project is not the only component of the teaching being, because, the life path, the regional context are, also, components of the teaching professional identity and that the courses of initial education exert a meaningful role in the constitution of the professional life from the future teacher and in the process of constitution of his/her professional identity, strengthened by the lived experiences in his/her circulation environment, in this case, in the education space in the Parceled Teaching Credential Project and in the space of professional performance the schools |
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Passos, Laurizete Ferraguthttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777494E5Sousa, Josimar de2016-04-27T16:59:02Z2010-01-202009-11-09Sousa, Josimar de. A construção da identidade profissional do professor de matemática no Projeto de Licenciaturas Parceladas da UNEMAT/MT. 2009. 284 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009.https://tede2.pucsp.br/handle/handle/11438The parceled Teaching Credential Project was a historical experience to the Médio Araguaia zone, in the sense that it mobilized an entire region in order for it to become reality and had the state system as partner because of the lack of a public policy until then, of education and professionalization of teachers with no credential. The purpose of this study was to identify which components of the Parceled Teaching Credential Project contributed for the constitution of the teaching professional identity and for giving a new meaning to the classroom practice of the Math teacher coming from the axis teaching by research. For such, the concepts of teachers education, teaching professional identity, teacher s research, research teacher and teaching knowledge were important. Five interviews were held with recently graduated Math teachers, inquiries were applied to three coordinators of the Math course and documents were used about the project. From the data reading to the light of the theory, the following categories were established for analysis: 1) Path personal life and professional experience. Subdivided in: a) professional choice; b) basic and college education; c) work conditions and socializing process; d) investment in the career and in the professional development; 2) Process of identity constitution from recently graduated teachers; 3) Teaching view and specific knowledge of Math; 4) The research as teacher s work. Subdivided in: a) monographs and b) the insertion of the research activity at school. The study indicated that the Project contributed to the reasoning by the teachers about the sense of being a Math teacher, the constitution of his/her professional identity, seeing through the teaching by research, the structuring axis of his/her work and how to give a new meaning of his/her practice in the classroom. From this study, it was possible to conclude that the Project is not the only component of the teaching being, because, the life path, the regional context are, also, components of the teaching professional identity and that the courses of initial education exert a meaningful role in the constitution of the professional life from the future teacher and in the process of constitution of his/her professional identity, strengthened by the lived experiences in his/her circulation environment, in this case, in the education space in the Parceled Teaching Credential Project and in the space of professional performance the schoolsO Projeto de Licenciaturas Parceladas foi uma experiência histórica para a região do Médio Araguaia, no sentido de que mobilizou toda uma região para se tornar realidade e teve o sistema estadual como parceiro por falta de uma política pública até então, de formação e profissionalização de professores sem habilitação. O estudo teve por objetivo identificar quais componentes do Projeto de Licenciaturas Parceladas contribuíram para a constituição identitária profissional docente e para a ressignificação da prática em sala de aula do professor de Matemática a partir do eixo ensino pela pesquisa. Para isso, foram importantes os conceitos de formação de professores, identidade profissional docente, pesquisa de professor, professor pesquisador e saberes docentes. Foram realizadas cinco entrevistas com professores egressos de Matemática, aplicados questionário a três coordenadores do curso de Matemática e utilizados os documentos sobre o projeto. Da leitura dos dados e à luz da teoria, foram estabelecidas as categorias para análise: 1) Trajetória vida pessoal e experiência profissional. Subdivide-se em: a) escolha profissional; b) formação básica e universitária; c) condições de trabalho e processo de socialização; d) o investimento na carreira e o desenvolvimento profissional; 2) Processo de constituição identitária dos professores egressos; 3) Visão de ensino e conhecimento específico de Matemática; 4) A pesquisa no trabalho do professor. Subdividiu-se em: a) monografias e b) a inserção da atividade de pesquisa na escola. O estudo indicou que o Projeto contribuiu para a reflexão dos professores a respeito do sentido de ser professor de Matemática, a constituição de sua identidade profissional docente, enxergando no ensino pela pesquisa, o eixo estruturante de seu trabalho e de ressignificação de sua prática de sala de aula. Deste estudo, concluímos que o Projeto não é o único configurador do ser docente, pois, a trajetória de vida, o contexto regional são, também, configuradores da identidade profissional docente e que os cursos de formação inicial exercem um papel significativo na constituição da vida profissional do futuro professor e no processo de constituição da sua identidade profissional, fortalecida pelas experiências vividas em seu lugar de circulação, nesse caso, no espaço de formação no Projeto de Licenciaturas Parceladas e no espaço de atuação profissional as escolasUniversidade do Estado de Mato Grossoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/23874/Josimar%20de%20Sousa.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação MatemáticaPUC-SPBREducaçãoIdentidade profissionalFormação do professor de matemáticaProjeto de Licenciatura ParceladasTeaching professional identityMath teacher educationParceled Teaching Credential ProjectCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAA construção da identidade profissional do professor de matemática no Projeto de Licenciaturas Parceladas da UNEMAT/MTinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTJosimar de Sousa.pdf.txtJosimar de Sousa.pdf.txtExtracted texttext/plain623088https://repositorio.pucsp.br/xmlui/bitstream/handle/11438/3/Josimar%20de%20Sousa.pdf.txtea27c5bf66c5986ce69f75182a9c2a7eMD53ORIGINALJosimar de Sousa.pdfapplication/pdf2241311https://repositorio.pucsp.br/xmlui/bitstream/handle/11438/1/Josimar%20de%20Sousa.pdf512e10e4ee62bc9f311fbc895f6085ffMD51THUMBNAILJosimar de Sousa.pdf.jpgJosimar de Sousa.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/11438/2/Josimar%20de%20Sousa.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/114382022-04-27 12:51:17.933oai:repositorio.pucsp.br:handle/11438Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T15:51:17Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
A construção da identidade profissional do professor de matemática no Projeto de Licenciaturas Parceladas da UNEMAT/MT |
title |
A construção da identidade profissional do professor de matemática no Projeto de Licenciaturas Parceladas da UNEMAT/MT |
spellingShingle |
A construção da identidade profissional do professor de matemática no Projeto de Licenciaturas Parceladas da UNEMAT/MT Sousa, Josimar de Identidade profissional Formação do professor de matemática Projeto de Licenciatura Parceladas Teaching professional identity Math teacher education Parceled Teaching Credential Project CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
A construção da identidade profissional do professor de matemática no Projeto de Licenciaturas Parceladas da UNEMAT/MT |
title_full |
A construção da identidade profissional do professor de matemática no Projeto de Licenciaturas Parceladas da UNEMAT/MT |
title_fullStr |
A construção da identidade profissional do professor de matemática no Projeto de Licenciaturas Parceladas da UNEMAT/MT |
title_full_unstemmed |
A construção da identidade profissional do professor de matemática no Projeto de Licenciaturas Parceladas da UNEMAT/MT |
title_sort |
A construção da identidade profissional do professor de matemática no Projeto de Licenciaturas Parceladas da UNEMAT/MT |
author |
Sousa, Josimar de |
author_facet |
Sousa, Josimar de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Passos, Laurizete Ferragut |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777494E5 |
dc.contributor.author.fl_str_mv |
Sousa, Josimar de |
contributor_str_mv |
Passos, Laurizete Ferragut |
dc.subject.por.fl_str_mv |
Identidade profissional Formação do professor de matemática Projeto de Licenciatura Parceladas |
topic |
Identidade profissional Formação do professor de matemática Projeto de Licenciatura Parceladas Teaching professional identity Math teacher education Parceled Teaching Credential Project CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.eng.fl_str_mv |
Teaching professional identity Math teacher education Parceled Teaching Credential Project |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
The parceled Teaching Credential Project was a historical experience to the Médio Araguaia zone, in the sense that it mobilized an entire region in order for it to become reality and had the state system as partner because of the lack of a public policy until then, of education and professionalization of teachers with no credential. The purpose of this study was to identify which components of the Parceled Teaching Credential Project contributed for the constitution of the teaching professional identity and for giving a new meaning to the classroom practice of the Math teacher coming from the axis teaching by research. For such, the concepts of teachers education, teaching professional identity, teacher s research, research teacher and teaching knowledge were important. Five interviews were held with recently graduated Math teachers, inquiries were applied to three coordinators of the Math course and documents were used about the project. From the data reading to the light of the theory, the following categories were established for analysis: 1) Path personal life and professional experience. Subdivided in: a) professional choice; b) basic and college education; c) work conditions and socializing process; d) investment in the career and in the professional development; 2) Process of identity constitution from recently graduated teachers; 3) Teaching view and specific knowledge of Math; 4) The research as teacher s work. Subdivided in: a) monographs and b) the insertion of the research activity at school. The study indicated that the Project contributed to the reasoning by the teachers about the sense of being a Math teacher, the constitution of his/her professional identity, seeing through the teaching by research, the structuring axis of his/her work and how to give a new meaning of his/her practice in the classroom. From this study, it was possible to conclude that the Project is not the only component of the teaching being, because, the life path, the regional context are, also, components of the teaching professional identity and that the courses of initial education exert a meaningful role in the constitution of the professional life from the future teacher and in the process of constitution of his/her professional identity, strengthened by the lived experiences in his/her circulation environment, in this case, in the education space in the Parceled Teaching Credential Project and in the space of professional performance the schools |
publishDate |
2009 |
dc.date.issued.fl_str_mv |
2009-11-09 |
dc.date.available.fl_str_mv |
2010-01-20 |
dc.date.accessioned.fl_str_mv |
2016-04-27T16:59:02Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Sousa, Josimar de. A construção da identidade profissional do professor de matemática no Projeto de Licenciaturas Parceladas da UNEMAT/MT. 2009. 284 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/11438 |
identifier_str_mv |
Sousa, Josimar de. A construção da identidade profissional do professor de matemática no Projeto de Licenciaturas Parceladas da UNEMAT/MT. 2009. 284 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009. |
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https://tede2.pucsp.br/handle/handle/11438 |
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Programa de Estudos Pós-Graduados em Educação Matemática |
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BR |
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