Memória e história das práticas e saberes docentes em educação matemática nos anos iniciais do ensino fundamental do CAp/UERJ

• Ano de defesa: 2017
• Autor(a) principal: Miranda, Glória Maria Paes Brito
• Outros Autores: [e-mail]
• Orientador(a): Lins, Mônica Regina Ferreira
• Banca de defesa: Sá, Ilydio Pereira de , Vianna, Márcia Marin
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação de Ensino em Educação Básica - CAp UERJ
• Departamento: Centro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da Silveira
• País: Brasil
• Palavras-chave em Português: Memória; Prática docente; Ensino da matemática; Anos iniciais
• Palavras-chave em Inglês: Memory; Teaching practice; Mathematics teaching; Initial years
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://www.bdtd.uerj.br/handle/1/19340

This dissertation aims at investing how Mathematics Teaching was configured as an area of knowledge in the Department of Elementary School (DEF) of Instituto de Aplicação Fernando Rodrigues da Silveira - CAp / UERJ as well as studying which teachers' knowledge was mobilized for the apprehension of theories and the constitution of current teaching practices. In an attempt to understand how this trajectory occurred, I sought to study common experiences and possible differences in the construction of the pedagogical conception in this area of education in the initial years of elementary school. In this research, I have worked with memories of teachers from different generations, prioritizing the one that propelled the process of change in practice, as well as Initiation to Teaching scholars through interviews, questionnaires and records of the individual and / or collective didactic production of the Department of Elementary Education. Ecléa Bosi and Maurice Halbwachs were some authors in the field of memory, Lev Vygotsky was present in the discussion establishing a parallel with the interactions between the subjects in the search of knowledge. Maurice Tardif and Antônio Nóvoa, in their formative perspectives, were the interlocutors in the dialogue about the understanding of the knowledge produced by the professionals involved, establishing a link with the ideas of Paulo Freire regarding the constitution of the research professor. To think of Mathematics as knowledge and social practice I made use of Constance Kamii, Délia Lerner and Patricia Sadovsky, among others. Based on this research, I surveyed the main changes that occurred in order to answer the questions: What are the permanencies, challenges and perspectives for the teaching of Mathematics in DEF? What practices guided the transformation in Mathematics teaching? I assumed the hypothesis that the reflection on the trajectory of this group of professionals in their in-service training could contribute to the renewal and expansion of knowledge about the teaching of Mathematics in the initial years. In this perspective, the final product required by the Professional Master's Program of the Post-Graduation Program in Basic Education (PPGEB) is configured as a tool to support the collective discussions of the DEF, titled Virtual Diary Malba Tahan, in the Information and Communication Technologies (ICTs), having as technical support an AVA - Virtual Learning Environment - already installed in the virtual environment of CAp / UERJ, as a group of studies of the department.