O registro de práticas de ensino de matemática nos anos iniciais em um wiki: a dimensão prática como estratégia para a formação docente

• Ano de defesa: 2018
• Autor(a) principal: Renzetti, Danielle Melo
• Outros Autores: [e-mail]
• Orientador(a): Mattos, Francisco Roberto Pinto
• Banca de defesa: Ribeiro, Andréa da Silva Marques , Correa, Ana Teresa de Carvalho
• 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: Matemática nos anos iniciais; Práticas de ensino de matemática; Registro de práticas de ensino
• Palavras-chave em Inglês: Mathematics in the inicial years; Teaching practices of mathematics; The register of teaching practices
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/19349

The educational product resulting from this study is configured as a digital portfolio hosted in a wiki environment. It aims to contribute to the registration and sharing of mathematical teaching practices in the initial years of elementary education and to serve as supporting material in teacher training. This research is a qualitative and quantitative research that sought to analyze the data collected through the application of a questionnaire proposed for fifteen teachers who work in the researched institution and for the collection of records of teaching practices in Mathematics in classes of initial years, obeying collaborative processes capable of generating structures of shared knowledge. It was defined as a Development Research (DBR), for implementing actions intended to improve the pedagogical praxis that attend to the demands for teacher training in the researched institution. We investigated the possible difficulties for the construction of a culture of documenting teaching practices in the daily school life, and it was analyzed whether the recording of these practices contributes to reflection, to the formation in service and to the professional development of teachers. The results of this study point out that the construction of the digital portfolio in a wiki environment facilitates teachers’ documenting and information sharing, allows teachers' knowledge to be highlighted by stimulating teaching awareness, allows teachers to revisit their teaching practices in order to reflect on their actions and re-signify them, highlights the training processes that consider the experience as a formation bias and, finally, reveals the possibility of building knowledge through collaborative processes of shared knowledge, which contributes to the teaching professional development.