Formação inicial interdisciplinar de professores de ciências e matemática : ressonâncias na educação básica
Ano de defesa: | 2018 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Mato Grosso
Brasil Instituto de Ciências Exatas e da Terra (ICET) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM |
Programa de Pós-Graduação: |
Não Informado pela instituição
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Departamento: |
Não Informado pela instituição
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País: |
Não Informado pela instituição
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Palavras-chave em Português: | |
Link de acesso: | http://ri.ufmt.br/handle/1/3364 |
Resumo: | This doctoral research has the purpose of problematizing the formation of the teacher who teaches Mathematics and Sciences, considering as object of study visions of graduates of the Licenciatura em Ciências Naturais e Matemática course (LCNM) (Degree in Natural Sciences and Mathematics) of Universidade Federal de Mato Grosso, University Campus of Sinop, about the initial formation and the practices experienced in the first years of teaching, in the basic school. The research aims to understand the visions of the graduates of this course about their initial formation and the practices lived in the first years of teaching, in the basic school, with respect to interdisciplinarity. The research has a qualitative research approach. Initially a questionnaire was applied to graduates of the course, for the production of data, this questionnaire was sent to 98 graduates, with the effective participation of 64. The analysis of the answers made it possible to identify some of the students' information about the course, and also to select those who were invited to the second moment of the research, in which these narrative interviews were carried out with these teachers, from which emerged elements that allowed a more accurate analysis of the research problem. The analysis of the interviews took place through the Discursive Textual Analysis (DTA), in which the data were synthesized in three categories that are related, namely: initial formation, interdisciplinarity and teaching pedagogical practice. The data indicate the relations between the experience lived by the interviewees in the initial training and the interdisciplinary perspective of the LCNM course, as well as make it possible to understand the interdisciplinary practices mediated by teachers/graduates, research collaborators, in basic education. It was possible to observe that the interdisciplinarity manifests itself in the practice of these teachers/graduates from activities with interdisciplinary approaches, mainly in situations that involve the work with themed. The development of these activities involves both institutionalized actions by the schools and personal actions of the teachers, when approaching certain school contents. The research shows that sometimes interdisciplinarity has been confused with multidisciplinarity. There are also indications of challenges to be faced in establishing interdisciplinary practices in teaching, such as inflexibility of the curriculum, school time and difficulty in establishing collective work. Finally, it is concluded that the initial interdisciplinary training has the potential to foment interdisciplinary approaches in pedagogical practice in basic education, and that this is linked to new postures and understandings about and in teacher training. |
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Formação inicial interdisciplinar de professores de ciências e matemática : ressonâncias na educação básicaFormação de professoresLicenciaturas interdisciplinaresEnsino de ciências e matemáticaNarrativas docentesAnálise textual discursivaEducação básicaInterdisciplinaridadeCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICATeacher trainingUndergraduate interdisciplinaryTeaching science and mathematicsTeachers‘ narrativesDiscursive textual analysisBasic educationInterdisciplinarityThis doctoral research has the purpose of problematizing the formation of the teacher who teaches Mathematics and Sciences, considering as object of study visions of graduates of the Licenciatura em Ciências Naturais e Matemática course (LCNM) (Degree in Natural Sciences and Mathematics) of Universidade Federal de Mato Grosso, University Campus of Sinop, about the initial formation and the practices experienced in the first years of teaching, in the basic school. The research aims to understand the visions of the graduates of this course about their initial formation and the practices lived in the first years of teaching, in the basic school, with respect to interdisciplinarity. The research has a qualitative research approach. Initially a questionnaire was applied to graduates of the course, for the production of data, this questionnaire was sent to 98 graduates, with the effective participation of 64. The analysis of the answers made it possible to identify some of the students' information about the course, and also to select those who were invited to the second moment of the research, in which these narrative interviews were carried out with these teachers, from which emerged elements that allowed a more accurate analysis of the research problem. The analysis of the interviews took place through the Discursive Textual Analysis (DTA), in which the data were synthesized in three categories that are related, namely: initial formation, interdisciplinarity and teaching pedagogical practice. The data indicate the relations between the experience lived by the interviewees in the initial training and the interdisciplinary perspective of the LCNM course, as well as make it possible to understand the interdisciplinary practices mediated by teachers/graduates, research collaborators, in basic education. It was possible to observe that the interdisciplinarity manifests itself in the practice of these teachers/graduates from activities with interdisciplinary approaches, mainly in situations that involve the work with themed. The development of these activities involves both institutionalized actions by the schools and personal actions of the teachers, when approaching certain school contents. The research shows that sometimes interdisciplinarity has been confused with multidisciplinarity. There are also indications of challenges to be faced in establishing interdisciplinary practices in teaching, such as inflexibility of the curriculum, school time and difficulty in establishing collective work. Finally, it is concluded that the initial interdisciplinary training has the potential to foment interdisciplinary approaches in pedagogical practice in basic education, and that this is linked to new postures and understandings about and in teacher training.FAPEMATNesta investigação de doutorado, tem-se o propósito de problematizar a formação do professor que ensina Matemática e Ciências, tomando como objeto de estudo visões de egressos do curso de Licenciatura em Ciências Naturais e Matemática (LCNM) da Universidade Federal de Mato Grosso, campus Universitário de Sinop, sobre a formação inicial e as práticas vivenciadas nos primeiros anos da docência, na escola básica. Tem-se como objetivo compreender as visões de egressos desse curso sobre sua formação inicial e as práticas vivenciadas nos primeiros anos de docência, na escola básica, no que diz respeito à interdisciplinaridade. A pesquisa possui uma abordagem qualitativa de investigação. Elaborou-se e aplicou-se, inicialmente, para a produção de dados sobre os egressos do curso, um questionário, que foi enviado a 98 egressos, tendo a participação efetiva de 64. A análise das respostas possibilitou identificar algumas informações dos egressos quanto ao curso e ainda selecionar aqueles que foram convidados para o segundo momento da pesquisa, em que se realizou, com esses professores, entrevistas narrativas, das quais emergiram elementos que permitiram uma análise mais apurada da problemática da pesquisa. A análise das entrevistas se deu por meio da Análise Textual Discursiva (ATD), em que os dados foram sintetizados em três categorias que se relacionam, a saber: formação inicial, interdisciplinaridade e prática pedagógica docente. Os dados indicam relações entre a experiência vivenciada pelos entrevistados, na formação inicial, e a perspectiva interdisciplinar do curso LCNM; bem como possibilitam compreender as práticas interdisciplinares mediadas pelos professores/egressos, colaboradores da pesquisa, na educação básica. Foi possível observar que a interdisciplinaridade se manifesta na prática desses professores/egressos a partir de atividades com abordagens interdisciplinares, principalmente em situações que envolvem o trabalho com temáticas. O desenvolvimento dessas atividades envolve tanto ações institucionalizadas pelas escolas, quanto ações pessoais dos professores, ao abordarem determinados conteúdos escolares. A pesquisa evidencia que, algumas vezes, a interdisciplinaridade vem sendo confundida com a multidisciplinaridade. Há também indicativos de desafios a serem enfrentados no estabelecimento de práticas interdisciplinares na docência, como a inflexibilidade do currículo, o tempo escolar e a dificuldade em se estabelecer o trabalho coletivo. Tem-se, por fim, que a formação inicial interdisciplinar tem potencial para fomentar abordagens interdisciplinares na prática pedagógica na educação básica, e que isso está atrelado a novas posturas e entendimentos sobre e na formação de professores.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Exatas e da Terra (ICET)UFMT CUC - CuiabáPrograma de Pós-Graduação em Educação em Ciências e Matemática - PPGECEMDalcin, Andreiahttp://lattes.cnpq.br/3679337032190887Dalcin, Andréia537.740.940-04http://lattes.cnpq.br/3679337032190887Cunha, Rute da531.148.688-00http://lattes.cnpq.br/7740436922357470537.740.940-04Moura, Anna Regina Lanner de067.055.459-68http://lattes.cnpq.br/7828069698398308Dresch, Nelton Luis403.826.720-20http://lattes.cnpq.br/1307475336593163Cardoso, Virgínia Cardia092.626.228-99http://lattes.cnpq.br/5208119612907937Trevisan, Andreia Cristina Rodrigues2022-07-04T18:25:48Z2018-11-092022-07-04T18:25:48Z2018-10-19info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisTREVISAN, Andreia Cristina Rodrigues. Formação inicial interdisciplinar de professores de ciências e matemática: ressonâncias na educação básica. 2018. 173 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2018.http://ri.ufmt.br/handle/1/3364porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2022-07-12T07:04:17ZRepositório InstitucionalPUB |
dc.title.none.fl_str_mv |
Formação inicial interdisciplinar de professores de ciências e matemática : ressonâncias na educação básica |
title |
Formação inicial interdisciplinar de professores de ciências e matemática : ressonâncias na educação básica |
spellingShingle |
Formação inicial interdisciplinar de professores de ciências e matemática : ressonâncias na educação básica Trevisan, Andreia Cristina Rodrigues Formação de professores Licenciaturas interdisciplinares Ensino de ciências e matemática Narrativas docentes Análise textual discursiva Educação básica Interdisciplinaridade CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA Teacher training Undergraduate interdisciplinary Teaching science and mathematics Teachers‘ narratives Discursive textual analysis Basic education Interdisciplinarity |
title_short |
Formação inicial interdisciplinar de professores de ciências e matemática : ressonâncias na educação básica |
title_full |
Formação inicial interdisciplinar de professores de ciências e matemática : ressonâncias na educação básica |
title_fullStr |
Formação inicial interdisciplinar de professores de ciências e matemática : ressonâncias na educação básica |
title_full_unstemmed |
Formação inicial interdisciplinar de professores de ciências e matemática : ressonâncias na educação básica |
title_sort |
Formação inicial interdisciplinar de professores de ciências e matemática : ressonâncias na educação básica |
author |
Trevisan, Andreia Cristina Rodrigues |
author_facet |
Trevisan, Andreia Cristina Rodrigues |
author_role |
author |
dc.contributor.none.fl_str_mv |
Dalcin, Andreia http://lattes.cnpq.br/3679337032190887 Dalcin, Andréia 537.740.940-04 http://lattes.cnpq.br/3679337032190887 Cunha, Rute da 531.148.688-00 http://lattes.cnpq.br/7740436922357470 537.740.940-04 Moura, Anna Regina Lanner de 067.055.459-68 http://lattes.cnpq.br/7828069698398308 Dresch, Nelton Luis 403.826.720-20 http://lattes.cnpq.br/1307475336593163 Cardoso, Virgínia Cardia 092.626.228-99 http://lattes.cnpq.br/5208119612907937 |
dc.contributor.author.fl_str_mv |
Trevisan, Andreia Cristina Rodrigues |
dc.subject.por.fl_str_mv |
Formação de professores Licenciaturas interdisciplinares Ensino de ciências e matemática Narrativas docentes Análise textual discursiva Educação básica Interdisciplinaridade CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA Teacher training Undergraduate interdisciplinary Teaching science and mathematics Teachers‘ narratives Discursive textual analysis Basic education Interdisciplinarity |
topic |
Formação de professores Licenciaturas interdisciplinares Ensino de ciências e matemática Narrativas docentes Análise textual discursiva Educação básica Interdisciplinaridade CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA Teacher training Undergraduate interdisciplinary Teaching science and mathematics Teachers‘ narratives Discursive textual analysis Basic education Interdisciplinarity |
description |
This doctoral research has the purpose of problematizing the formation of the teacher who teaches Mathematics and Sciences, considering as object of study visions of graduates of the Licenciatura em Ciências Naturais e Matemática course (LCNM) (Degree in Natural Sciences and Mathematics) of Universidade Federal de Mato Grosso, University Campus of Sinop, about the initial formation and the practices experienced in the first years of teaching, in the basic school. The research aims to understand the visions of the graduates of this course about their initial formation and the practices lived in the first years of teaching, in the basic school, with respect to interdisciplinarity. The research has a qualitative research approach. Initially a questionnaire was applied to graduates of the course, for the production of data, this questionnaire was sent to 98 graduates, with the effective participation of 64. The analysis of the answers made it possible to identify some of the students' information about the course, and also to select those who were invited to the second moment of the research, in which these narrative interviews were carried out with these teachers, from which emerged elements that allowed a more accurate analysis of the research problem. The analysis of the interviews took place through the Discursive Textual Analysis (DTA), in which the data were synthesized in three categories that are related, namely: initial formation, interdisciplinarity and teaching pedagogical practice. The data indicate the relations between the experience lived by the interviewees in the initial training and the interdisciplinary perspective of the LCNM course, as well as make it possible to understand the interdisciplinary practices mediated by teachers/graduates, research collaborators, in basic education. It was possible to observe that the interdisciplinarity manifests itself in the practice of these teachers/graduates from activities with interdisciplinary approaches, mainly in situations that involve the work with themed. The development of these activities involves both institutionalized actions by the schools and personal actions of the teachers, when approaching certain school contents. The research shows that sometimes interdisciplinarity has been confused with multidisciplinarity. There are also indications of challenges to be faced in establishing interdisciplinary practices in teaching, such as inflexibility of the curriculum, school time and difficulty in establishing collective work. Finally, it is concluded that the initial interdisciplinary training has the potential to foment interdisciplinary approaches in pedagogical practice in basic education, and that this is linked to new postures and understandings about and in teacher training. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-11-09 2018-10-19 2022-07-04T18:25:48Z 2022-07-04T18:25:48Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
TREVISAN, Andreia Cristina Rodrigues. Formação inicial interdisciplinar de professores de ciências e matemática: ressonâncias na educação básica. 2018. 173 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2018. http://ri.ufmt.br/handle/1/3364 |
identifier_str_mv |
TREVISAN, Andreia Cristina Rodrigues. Formação inicial interdisciplinar de professores de ciências e matemática: ressonâncias na educação básica. 2018. 173 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2018. |
url |
http://ri.ufmt.br/handle/1/3364 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Exatas e da Terra (ICET) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Exatas e da Terra (ICET) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM |
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Universidade Federal de Mato Grosso (UFMT) |
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