O estágio supervisionado dos cursos de formação de professores de matemática da universidade estadual de Goiás: uma prática reflexiva?

• Ano de defesa: 2010
• Autor(a) principal: MAGALHÃES, Ana Paula de Almeida Saraiva
• Orientador(a): ROSA, Dalva Eterna Gonçalves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Mestrado em Educação em Ciências e Matemática
• Departamento: Ciências Exatas e da Terra
• País: BR
• Palavras-chave em Português: Formação de professores; estágio supervisionado; prática reflexiva
• Palavras-chave em Inglês: Teacher training; supervised training; reflective practice
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tde/541

This work consists of an investigation about the Supervised Training of the Graduation Courses in Mathematics of the State University of Goiás UEG. The aim is to investigate the practice developed in the Supervised Training of these courses in order to verify if and how this component of the curriculum has promoted a reflexive practice in the graduated students. Taking into consideration the object of this research, it was used the focus on the theoretical methodological and qualitative points. The subjects of this research were seven professors of the graduation course of Mathematics from the State University of Goiás, from the campi of Formosa, City of Goiás, Iporá, Jussara, Posse, Quirinópolis an UnUCET, who worked with the Supervised Training, in the years of 2008 and 2009. In order to study the problematic and aiming to search for information to answer the question of the investigation were used the documental analysis, questionnaires and semi-structured interviews in a reflexive way. This analysis was theoretically fundamented on the ideas of Schön (1997), Zeichner (1993), Nóvoa (1992), Gómez (1997), Sacristán (1999), Pimenta e Ghedin (2002) about reflexivity. The present study relates that the documents of the courses (PPC, PE and PC) of the Graduation in Mathematicas of the State University of Goiás UEG announces a formation which provides the development of a critical-reflexive professional, although, when an accurate vision was made, we verified that they evidence a formation directed to the second level of reflexion. The discourse of the major part of the professors, subjects of this investigation, in relation to their pedagogical practice also relates the level of reflexion with some characteristics of a critical reflexivity. The study also highlights that the actions for the development of a reflexive practice in the formation of the professors of Mathematics, in the investigated context has been elementary and isolated yet, emphasizing the importance of the comprehension of the concepts and fundaments of reflexion to subside the proposals of Supervised Training in this perspective.