O nível de exigência conceitual das produções do professor no PDE: a recontextualização do conhecimento acadêmico no ensino da matemática

• Ano de defesa: 2012
• Autor(a) principal: Ogliari, Cassiano Roberto Nascimento
• Orientador(a): Marin, Alda Junqueira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Programa de Desenvolvimento Educacional; PDE; Recontextualização; Formação continuada de professores; Nível de exigência conceitual no ensino da matemática
• Palavras-chave em Inglês: Educational Development Program; Recontextualization; Continuing education of teachers; Conceptual requirement in mathematics teaching
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/10365

This research lies on the relation of continuing education, coming from teachers' participation in the PDE and their impact on the conceptual requirements in the production developed by them through successive instances of recontextualization. The PDE is a teachers training program implemented by the state of Parana, which articulates the public higher education institutions with a duration of two years. During the first year, the teacher moves away from the teaching activities to carry out theoretical studies and produce educational materials that will assist them to overcome existent pedagogical hurdles. In the second year, the teacher returns to the teaching activities to implement the courseware performing double duty: in the classroom and training other teachers. It is relevant to consider that there is theoretical gap showing the relation between teacher training processes and conceptual rigor that is in the production from this participation. It was used the Bernstein‟s theory which has the potential to establish the relation pointed, both theoretical and methodological. In this sense, the survey favored the approach of qualitative and quantitative aspects to the investigated issue, characterizing what Bernstein calls as the mixed methodology research. Due to the fact that the methodological approach adopted requires intense study over the production, it was chosen those conducted by a Mathematics teacher characterizing, mainly, as a research procedure and document analysis. This stood over: (1) design; (2) courseware; and (3) the final article, comprising three instances of recontextualization of academic knowledge of Mathematics. Some considerations were also made about the relation between continuing education and teacher performance PDE, taking as reference the rules of recognition and the passive realization detected on the teacher‟s reports in the moment of an "interview". The results are not intended to be generalists, but indicate that the requirement contained in conceptual productions undertaken by teachers inserted in the process of continuing education with the characteristics of PDE, favors the acquisition of complex cognitive skills, content gradually involving high power of abstraction relating unifying themes within the discipline and strong relationship between academic and nonacademic knowledge, helping to raise the level of conceptual demand of teachers and students