O planejamento como orientador da organização do ensino de matemática
Ano de defesa: | 2022 |
---|---|
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 Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/27635 |
Resumo: | This doctoral research, linked to the Graduate Program in Education at the Federal University of Santa Maria (PPGE/UFSM), in line with the research line “Teaching, knowledge and professional development” linked to investigative actions the Group of Studies and Research in Mathematics Education - GEPEMat, investigates the process of teaching activity of Mathematics that can emerge during a continuous training activity with teachers who teach and will teach Mathematics. This research implies understanding the relationships of our research object, the teaching organization, materialized in its particular sense: planning. In the direction of the guiding dimension we have the general objective is: To understand how the Actions that are part of the organized planning within the scope of a Shared Training Space constitute themselves as guides in the teaching organization, leading to the teaching activity. The approach to the research object occurred through an Extension Course Seven teachers and future teachers participated in the same, and the training meetings took place remotely via the Google Meet platform. The investigative instruments were: audio and video recordings of meetings and a questionnaire, totaling 19 meetings that took place fortnightly, synchronously, throughout the year 2020. The thesis to be defended is that when the planning is elaborated collectively, intentionally, and shared between different subjects that make up a training space, they attribute meanings that coincide with the social meaning. The Actions that compose it become a Guiding teaching organization, and planning constitutes an element in the process of teaching activity. The analysis is related to the theoretical-methodological principles of the Historical-Cultural Theory and the Activity Theory based on contributions, mainly from Vigostki (1896-1934) and Leontiev (1903-1979) and other authors based on this study perspective. From the results, we evidence five actions that are part of the planning and that constitute guides of the teaching organization: Guiding Action 1: Approaching the educational context, Guiding Action 2: Studying the Logical-Historical Movement of the Concept, Guiding Action 3: Develop the lesson plan, Guiding Action 4: Develop the lesson plan and Guiding Action 5: Evaluate the planning process. The action analysis can reveal evidence of meanings attributed by teachers to the Actions constitutive of planning that guides the organization of Mathematics teaching. In turn, the meaningful process triggers through meanings that participants attribute to the Actions in the planning activity. Therefore, planning becomes a meaningful element for teaching activity when it elaborates in a shared, intentional, and collective way in a training space organized for this purpose. Thus, an EFC structured on theoretical-methodological principles of THC is a potentiator in the training process for subjects who participate in it. |
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2023-01-19T17:13:13Z2023-01-19T17:13:13Z2022-09-23http://repositorio.ufsm.br/handle/1/27635This doctoral research, linked to the Graduate Program in Education at the Federal University of Santa Maria (PPGE/UFSM), in line with the research line “Teaching, knowledge and professional development” linked to investigative actions the Group of Studies and Research in Mathematics Education - GEPEMat, investigates the process of teaching activity of Mathematics that can emerge during a continuous training activity with teachers who teach and will teach Mathematics. This research implies understanding the relationships of our research object, the teaching organization, materialized in its particular sense: planning. In the direction of the guiding dimension we have the general objective is: To understand how the Actions that are part of the organized planning within the scope of a Shared Training Space constitute themselves as guides in the teaching organization, leading to the teaching activity. The approach to the research object occurred through an Extension Course Seven teachers and future teachers participated in the same, and the training meetings took place remotely via the Google Meet platform. The investigative instruments were: audio and video recordings of meetings and a questionnaire, totaling 19 meetings that took place fortnightly, synchronously, throughout the year 2020. The thesis to be defended is that when the planning is elaborated collectively, intentionally, and shared between different subjects that make up a training space, they attribute meanings that coincide with the social meaning. The Actions that compose it become a Guiding teaching organization, and planning constitutes an element in the process of teaching activity. The analysis is related to the theoretical-methodological principles of the Historical-Cultural Theory and the Activity Theory based on contributions, mainly from Vigostki (1896-1934) and Leontiev (1903-1979) and other authors based on this study perspective. From the results, we evidence five actions that are part of the planning and that constitute guides of the teaching organization: Guiding Action 1: Approaching the educational context, Guiding Action 2: Studying the Logical-Historical Movement of the Concept, Guiding Action 3: Develop the lesson plan, Guiding Action 4: Develop the lesson plan and Guiding Action 5: Evaluate the planning process. The action analysis can reveal evidence of meanings attributed by teachers to the Actions constitutive of planning that guides the organization of Mathematics teaching. In turn, the meaningful process triggers through meanings that participants attribute to the Actions in the planning activity. Therefore, planning becomes a meaningful element for teaching activity when it elaborates in a shared, intentional, and collective way in a training space organized for this purpose. Thus, an EFC structured on theoretical-methodological principles of THC is a potentiator in the training process for subjects who participate in it.Esta pesquisa de doutorado, vinculada ao Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria (PPGE/UFSM), em consonância à linha de pesquisa “Docência, saberes e Desenvolvimento Profissional”, vinculada às ações investigativas do Grupo de Estudos e Pesquisas em Educação Matemática – GEPEMat, investiga o processo de significação da atividade de ensino de Matemática que pode emergir durante uma formação contínua com professores que ensinam e ensinarão Matemática. Isso implica compreender as relações do objeto de pesquisa, a organização do ensino, materializada no seu sentido particular: o planejamento. Na direção da dimensão orientadora da tese tem-se como objetivo geral: compreender como as Ações que fazem parte do planejamento organizado no âmbito de um Espaço Formativo Compartilhado se constituem como orientadoras na organização do ensino levando à significação da atividade de ensino. A aproximação ao objeto de pesquisa ocorreu por meio de um Curso de Extensão, realizado num total de 19 encontros, ocorridos quinzenalmente, de forma síncrona, via plataforma Google Meet, ao longo do ano de 2020, do qual participaram sete professoras e futuras professoras. Os instrumentos investigativos foram: as gravações em áudio e vídeo dos encontros e um questionário. A tese defendida é que, quando o planejamento for elaborado de forma coletiva, intencional e compartilhada entre diferentes sujeitos que compõe um espaço de formação, estes atribuem sentidos que coincidem com o significado social, então as Ações que o compõe tornam-se Orientadoras da organização do ensino, e o planejamento constitui-se como um elemento do processo de significação da atividade de ensino. As análises têm como fundamentação os princípios teórico-metodológicos da Teoria Histórico-Cultural e a Teoria da Atividade, a partir das contribuições, em especial, de Vigostki (1896-1934) e Leontiev (1903-1979) e demais autores nessa perspectiva de estudo. Os resultados denotaram cinco ações que fazem parte do planejamento e são Orientadoras da organização do ensino: Ação Orientadora 1: Aproximarse do contexto educacional, Ação Orientadora 2: Estudar sobre o Movimento Lógico-histórico do conceito, Ação Orientadora 3: Elaborar o plano de aula, Ação Orientadora 4: Desenvolver o plano de aula e Ação Orientadora 5: Avaliar o processo de planejamento. A análise dos dados possibilitou revelar indícios dos sentidos atribuídos pelas professoras às Ações que são constitutivas do planejamento que orienta a organização do ensino de Matemática e, por sua vez, o processo de significação é desencadeado em cada Ação Orientadora por meio destes sentidos. Portanto, o planejamento se torna um elemento do processo de significação da atividade de ensino das professoras no momento em que é elaborado de forma compartilhada, intencional e coletiva em um espaço de formação organizado para este fim, assim um Espaço Formativo Compartilhado, estruturado nos princípios teóricos-metodológicos da THC é potencializador do processo de formação dos sujeitos que dele participam.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessFormação contínua de professoresEnsino e aprendizagem de matemáticaOrganização do ensinoEspaço formativo compartilhadoTeoria histórico-culturalPlanningOrganization of mathematics teachingShared training spaceContinuous teacher trainingHistorical-cultural theoryCNPQ::CIENCIAS HUMANAS::EDUCACAOO planejamento como orientador da organização do ensino de matemáticaPlanning as a guidance for the mathematics teaching organizationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisLopes, Anemari Roesler Luersen Vieirahttp://lattes.cnpq.br/7102436522771207Antunes, Helenise SangoiBisognin, VanildeMariani, Rita de Cássia PistóiaCedro, Wellington Limahttp://lattes.cnpq.br/1027169292335734Kronbauer, Cíntia Fogliatto700800000006600600600600600600600d35754ba-be65-447a-a95d-9c39a8397c52c59facff-1d28-438a-83f4-09cbf98ed71b930c21f3-4421-401d-bba0-9ae2f5e6d602b2d9c4bf-74e1-4055-bff4-d04b4d18ab49e7f07189-dded-4f2a-92a9-351fa75302e6f2780d1e-ea30-43a1-95aa-c09e1fce9f73reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
O planejamento como orientador da organização do ensino de matemática |
dc.title.alternative.eng.fl_str_mv |
Planning as a guidance for the mathematics teaching organization |
title |
O planejamento como orientador da organização do ensino de matemática |
spellingShingle |
O planejamento como orientador da organização do ensino de matemática Kronbauer, Cíntia Fogliatto Formação contínua de professores Ensino e aprendizagem de matemática Organização do ensino Espaço formativo compartilhado Teoria histórico-cultural Planning Organization of mathematics teaching Shared training space Continuous teacher training Historical-cultural theory CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O planejamento como orientador da organização do ensino de matemática |
title_full |
O planejamento como orientador da organização do ensino de matemática |
title_fullStr |
O planejamento como orientador da organização do ensino de matemática |
title_full_unstemmed |
O planejamento como orientador da organização do ensino de matemática |
title_sort |
O planejamento como orientador da organização do ensino de matemática |
author |
Kronbauer, Cíntia Fogliatto |
author_facet |
Kronbauer, Cíntia Fogliatto |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lopes, Anemari Roesler Luersen Vieira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7102436522771207 |
dc.contributor.referee1.fl_str_mv |
Antunes, Helenise Sangoi |
dc.contributor.referee2.fl_str_mv |
Bisognin, Vanilde |
dc.contributor.referee3.fl_str_mv |
Mariani, Rita de Cássia Pistóia |
dc.contributor.referee4.fl_str_mv |
Cedro, Wellington Lima |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1027169292335734 |
dc.contributor.author.fl_str_mv |
Kronbauer, Cíntia Fogliatto |
contributor_str_mv |
Lopes, Anemari Roesler Luersen Vieira Antunes, Helenise Sangoi Bisognin, Vanilde Mariani, Rita de Cássia Pistóia Cedro, Wellington Lima |
dc.subject.por.fl_str_mv |
Formação contínua de professores Ensino e aprendizagem de matemática Organização do ensino Espaço formativo compartilhado Teoria histórico-cultural |
topic |
Formação contínua de professores Ensino e aprendizagem de matemática Organização do ensino Espaço formativo compartilhado Teoria histórico-cultural Planning Organization of mathematics teaching Shared training space Continuous teacher training Historical-cultural theory CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Planning Organization of mathematics teaching Shared training space Continuous teacher training Historical-cultural theory |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This doctoral research, linked to the Graduate Program in Education at the Federal University of Santa Maria (PPGE/UFSM), in line with the research line “Teaching, knowledge and professional development” linked to investigative actions the Group of Studies and Research in Mathematics Education - GEPEMat, investigates the process of teaching activity of Mathematics that can emerge during a continuous training activity with teachers who teach and will teach Mathematics. This research implies understanding the relationships of our research object, the teaching organization, materialized in its particular sense: planning. In the direction of the guiding dimension we have the general objective is: To understand how the Actions that are part of the organized planning within the scope of a Shared Training Space constitute themselves as guides in the teaching organization, leading to the teaching activity. The approach to the research object occurred through an Extension Course Seven teachers and future teachers participated in the same, and the training meetings took place remotely via the Google Meet platform. The investigative instruments were: audio and video recordings of meetings and a questionnaire, totaling 19 meetings that took place fortnightly, synchronously, throughout the year 2020. The thesis to be defended is that when the planning is elaborated collectively, intentionally, and shared between different subjects that make up a training space, they attribute meanings that coincide with the social meaning. The Actions that compose it become a Guiding teaching organization, and planning constitutes an element in the process of teaching activity. The analysis is related to the theoretical-methodological principles of the Historical-Cultural Theory and the Activity Theory based on contributions, mainly from Vigostki (1896-1934) and Leontiev (1903-1979) and other authors based on this study perspective. From the results, we evidence five actions that are part of the planning and that constitute guides of the teaching organization: Guiding Action 1: Approaching the educational context, Guiding Action 2: Studying the Logical-Historical Movement of the Concept, Guiding Action 3: Develop the lesson plan, Guiding Action 4: Develop the lesson plan and Guiding Action 5: Evaluate the planning process. The action analysis can reveal evidence of meanings attributed by teachers to the Actions constitutive of planning that guides the organization of Mathematics teaching. In turn, the meaningful process triggers through meanings that participants attribute to the Actions in the planning activity. Therefore, planning becomes a meaningful element for teaching activity when it elaborates in a shared, intentional, and collective way in a training space organized for this purpose. Thus, an EFC structured on theoretical-methodological principles of THC is a potentiator in the training process for subjects who participate in it. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-09-23 |
dc.date.accessioned.fl_str_mv |
2023-01-19T17:13:13Z |
dc.date.available.fl_str_mv |
2023-01-19T17:13:13Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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http://repositorio.ufsm.br/handle/1/27635 |
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por |
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por |
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700800000006 |
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600 600 600 600 600 600 600 |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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