Dos significados da álgebra à álgebra dos significados: uma imersão no ethos formativo de professores de matemática

• Ano de defesa: 2021
• Autor(a) principal: Freire, Diogo Getulio
• Orientador(a): Ribeiro, José Pedro Machado
• Banca de defesa: Ribeiro, José Pedro Machado, Ferreira, Nilton Cezar, Furlan, Pablo Vandré Jacob, Canella, Juliana Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Educação matemática; Álgebra abstrata; Formação de professores; Pesquisa qualitativa; Modelo teórico dos campos semânticos
• Palavras-chave em Inglês: Mathematics education; Abstract algebra; Teachers formation; Qualitative research; Theoretical model of semantic field
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/11630

Based on the experiences we share in our human, docent and teacher formation itinerary and facing the difficulties that emanate from each one of these experiences, we pose the following question for our research: Is it possible for someone to manage a formative process of teachers, based on the teaching-learning process of Abstract Algebra, which dialogues with a sufficient and necessary formation in order to correspond to the demands of the docent practice of the future Mathematics teachers who intend to work at the basic level education? We presented a bibliographic revision, which contemplates the archaeology of the Algebra’s history in the basic education curriculum. Posteriorly, we focused on the documentation of our experiences as professors and researchers in the Abstract Algebra subject, which was offered to students of the Mathematics course of the Federal University of Goiás. Guided by the Theoretical Model of Semantic Field and utilizing the concepts of construction of meanings, effective communication and production of knowledge, we created an analytical matrix, what enabled us to classify the phenomena observed in two different categories: Effective Readings and Vacant Readings. These expressions refer to the dynamic of production of meanings observed in the subject offered to the undergraduates. Finally, we highlighted some general considerations that may elucidate and facilitate the comprehension of the conversations present in the teacher formation dialogues and enable the emergence of new ways to add effectiveness to this process.