Caracter?sticas docentes e a??es formativas necess?rias ao desenvolvimento profissional na inicia??o ? doc?ncia em matem?tica no ?mbito do PIBID
Ano de defesa: | 2016 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontif?cia Universidade Cat?lica do Rio Grande do Sul
|
Programa de Pós-Graduação: |
Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica
|
Departamento: |
Faculdade de F?sica
|
País: |
Brasil
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.pucrs.br/tede2/handle/tede/7015 |
Resumo: | Public policies in Brazil have been increasing on terms of proposing procedures which aim teachers? professional development. The Institutional Program of Teaching Initiation Scholarship (PIBID) is one policy that emerges as a possibility to qualify teacher?s education through undergraduate inclusion in real teaching experience since the beginning of their education. Mathematics is still considered a difficult subject regarding teaching and learning. Therefore the present research features teaching for developing and legitimizing formative procedures in order to contribute for the qualification of Mathematics teaching initiation based on PIBID. Among the authors that support the research are Demo (1996, 2000), N?voa (2001, 2009, 2011), Shulman (2014), Ponte (1998), Fiorentini (1993, 1995, 1998), Imbern?n (2010) and Tardif (2012). It is a qualitative and quantitative case study methodology. Based on theoretical support categories that characterize teaching and teachers? education were defined and for each category formative procedures were listed aiming to qualify activities carried out by PIBID/Mathematics. Procedures were evaluated through electronic format questionnaire by coordinator teachers and supervisors who are involved on PIBID/Mathematics subprojects. Data analysis was carried out using two methodologies - nonparametric statistic through middle ranking calculation for evaluating formative procedure relevance proposed by teachers and Discursive Textual Analysis ? (MORAES; GALIAZZI, 2011) of open questionnaire. The study supports the thesis that formative procedures contribute for the improvement of undergraduate students. Thirty five formative procedures were considered important for teaching initiation in Mathematics, although only seventeen, i.e., half of them were considered very important. Data analysis shows that formative procedures proposed and legitimated by a considerable number of Mathematics teachers involved on PIBID are to be considered due to their relevance in teachers? initial education process in undergraduate programs as well as in specific programs of Mathematics education initiation. Therefore formative procedures proposed and validated in the study are important parameters for the implementation of education initiation process evaluation. |
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Ramos, Maurivan G?ntzel183.219.920-72http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787197A3759.560.800-78http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4744956P6Hauschild, Cristiane Antonia2016-10-31T13:57:35Z2016-06-24http://tede2.pucrs.br/tede2/handle/tede/7015Public policies in Brazil have been increasing on terms of proposing procedures which aim teachers? professional development. The Institutional Program of Teaching Initiation Scholarship (PIBID) is one policy that emerges as a possibility to qualify teacher?s education through undergraduate inclusion in real teaching experience since the beginning of their education. Mathematics is still considered a difficult subject regarding teaching and learning. Therefore the present research features teaching for developing and legitimizing formative procedures in order to contribute for the qualification of Mathematics teaching initiation based on PIBID. Among the authors that support the research are Demo (1996, 2000), N?voa (2001, 2009, 2011), Shulman (2014), Ponte (1998), Fiorentini (1993, 1995, 1998), Imbern?n (2010) and Tardif (2012). It is a qualitative and quantitative case study methodology. Based on theoretical support categories that characterize teaching and teachers? education were defined and for each category formative procedures were listed aiming to qualify activities carried out by PIBID/Mathematics. Procedures were evaluated through electronic format questionnaire by coordinator teachers and supervisors who are involved on PIBID/Mathematics subprojects. Data analysis was carried out using two methodologies - nonparametric statistic through middle ranking calculation for evaluating formative procedure relevance proposed by teachers and Discursive Textual Analysis ? (MORAES; GALIAZZI, 2011) of open questionnaire. The study supports the thesis that formative procedures contribute for the improvement of undergraduate students. Thirty five formative procedures were considered important for teaching initiation in Mathematics, although only seventeen, i.e., half of them were considered very important. Data analysis shows that formative procedures proposed and legitimated by a considerable number of Mathematics teachers involved on PIBID are to be considered due to their relevance in teachers? initial education process in undergraduate programs as well as in specific programs of Mathematics education initiation. Therefore formative procedures proposed and validated in the study are important parameters for the implementation of education initiation process evaluation.As pol?ticas p?blicas brasileiras v?m avan?ando no sentido de proporcionar a??es que visam ao desenvolvimento profissional docente. Dentre elas, o Programa Institucional de Bolsa de Inicia??o ? Doc?ncia (PIBID) surge como possibilidade de qualificar a forma??o docente por meio da inser??o de licenciandos, desde o in?cio de sua forma??o, em situa??es concretas de ensino. A Matem?tica ainda ? uma disciplina vista como problem?tica no que tange ao seu ensino e ? sua aprendizagem. Nesse sentido, esta pesquisa tem por objetivo caracterizar a doc?ncia para elaborar e legitimar a??es formativas, visando a contribuir para a qualifica??o da inicia??o ? doc?ncia em Matem?tica no ?mbito do PIBID. Dentre os autores que embasam esta investiga??o, destacam-se Demo (1996, 2000), N?voa (2001, 2009, 2011), Shulman (2014), Ponte (1998), Fiorentini (1993, 1995, 1998), Imbern?n (2010) e Tardif (2012). Com rela??o ? metodologia, trata-se de uma pesquisa qualitativa e quantitativa, do tipo Estudo de Caso. A partir do referencial te?rico foram definidas categorias que caracterizam a doc?ncia e a forma??o de professores e, para cada uma dessas categorias, foram elencadas a??es formativas com o intuito de qualificar as atividades desenvolvidas no ?mbito do PIBID/Matem?tica. Essas a??es foram avaliadas por professores coordenadores de ?rea e supervisores que atuam em subprojetos Matem?tica do PIBID, por meio de question?rio no formato de um formul?rio eletr?nico. A an?lise das informa??es obtidas foi realizada mediante duas metodologias: a estat?stica n?o param?trica por meio do c?lculo do ranking m?dio para avaliar a relev?ncia das a??es formativas propostas pelos professores; e a An?lise Textual Discursiva - ATD (MORAES; GALIAZZI, 2011) das quest?es abertas do question?rio. Defende-se a tese de que as a??es formativas devem contribuir para o aprimoramento dos licenciandos. Todas as 35 a??es formativas foram consideradas relevantes para a inicia??o ? doc?ncia em Matem?tica, entretanto apenas 17, ou seja, cerca de metade dessas a??es foram consideradas muito relevantes. A an?lise dos dados permite concluir que as a??es formativas propostas neste trabalho e legitimadas por um conjunto consider?vel de professores da ?rea de Matem?tica envolvidos com o PIBID constituem-se em a??es a serem consideradas, devido ? sua relev?ncia, em processos de forma??o inicial de professores, tanto em cursos de licenciatura quanto em programas espec?ficos de inicia??o ? doc?ncia em Matem?tica. Portanto, as a??es formativas propostas e validadas neste trabalho s?o par?metros importantes para a realiza??o de avalia??o de processos de inicia??o ? doc?ncia.Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-10-31T13:57:35Z No. of bitstreams: 1 TES_CRISTIANE_ANTONIA_HAUSCHILD_COMPLETO.pdf: 2112574 bytes, checksum: 562106ed279163a5da323a278bfc68d2 (MD5)Made available in DSpace on 2016-10-31T13:57:35Z (GMT). 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dc.title.por.fl_str_mv |
Caracter?sticas docentes e a??es formativas necess?rias ao desenvolvimento profissional na inicia??o ? doc?ncia em matem?tica no ?mbito do PIBID |
title |
Caracter?sticas docentes e a??es formativas necess?rias ao desenvolvimento profissional na inicia??o ? doc?ncia em matem?tica no ?mbito do PIBID |
spellingShingle |
Caracter?sticas docentes e a??es formativas necess?rias ao desenvolvimento profissional na inicia??o ? doc?ncia em matem?tica no ?mbito do PIBID Hauschild, Cristiane Antonia PROFESSORES - FORMA??O PROFISSIONAL PROFISSIONAIS - QUALIFICA??ES MATEM?TICA - ENSINO EDUCA??O CIENCIAS HUMANAS::EDUCACAO |
title_short |
Caracter?sticas docentes e a??es formativas necess?rias ao desenvolvimento profissional na inicia??o ? doc?ncia em matem?tica no ?mbito do PIBID |
title_full |
Caracter?sticas docentes e a??es formativas necess?rias ao desenvolvimento profissional na inicia??o ? doc?ncia em matem?tica no ?mbito do PIBID |
title_fullStr |
Caracter?sticas docentes e a??es formativas necess?rias ao desenvolvimento profissional na inicia??o ? doc?ncia em matem?tica no ?mbito do PIBID |
title_full_unstemmed |
Caracter?sticas docentes e a??es formativas necess?rias ao desenvolvimento profissional na inicia??o ? doc?ncia em matem?tica no ?mbito do PIBID |
title_sort |
Caracter?sticas docentes e a??es formativas necess?rias ao desenvolvimento profissional na inicia??o ? doc?ncia em matem?tica no ?mbito do PIBID |
author |
Hauschild, Cristiane Antonia |
author_facet |
Hauschild, Cristiane Antonia |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ramos, Maurivan G?ntzel |
dc.contributor.advisor1ID.fl_str_mv |
183.219.920-72 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787197A3 |
dc.contributor.authorID.fl_str_mv |
759.560.800-78 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4744956P6 |
dc.contributor.author.fl_str_mv |
Hauschild, Cristiane Antonia |
contributor_str_mv |
Ramos, Maurivan G?ntzel |
dc.subject.por.fl_str_mv |
PROFESSORES - FORMA??O PROFISSIONAL PROFISSIONAIS - QUALIFICA??ES MATEM?TICA - ENSINO EDUCA??O |
topic |
PROFESSORES - FORMA??O PROFISSIONAL PROFISSIONAIS - QUALIFICA??ES MATEM?TICA - ENSINO EDUCA??O CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Public policies in Brazil have been increasing on terms of proposing procedures which aim teachers? professional development. The Institutional Program of Teaching Initiation Scholarship (PIBID) is one policy that emerges as a possibility to qualify teacher?s education through undergraduate inclusion in real teaching experience since the beginning of their education. Mathematics is still considered a difficult subject regarding teaching and learning. Therefore the present research features teaching for developing and legitimizing formative procedures in order to contribute for the qualification of Mathematics teaching initiation based on PIBID. Among the authors that support the research are Demo (1996, 2000), N?voa (2001, 2009, 2011), Shulman (2014), Ponte (1998), Fiorentini (1993, 1995, 1998), Imbern?n (2010) and Tardif (2012). It is a qualitative and quantitative case study methodology. Based on theoretical support categories that characterize teaching and teachers? education were defined and for each category formative procedures were listed aiming to qualify activities carried out by PIBID/Mathematics. Procedures were evaluated through electronic format questionnaire by coordinator teachers and supervisors who are involved on PIBID/Mathematics subprojects. Data analysis was carried out using two methodologies - nonparametric statistic through middle ranking calculation for evaluating formative procedure relevance proposed by teachers and Discursive Textual Analysis ? (MORAES; GALIAZZI, 2011) of open questionnaire. The study supports the thesis that formative procedures contribute for the improvement of undergraduate students. Thirty five formative procedures were considered important for teaching initiation in Mathematics, although only seventeen, i.e., half of them were considered very important. Data analysis shows that formative procedures proposed and legitimated by a considerable number of Mathematics teachers involved on PIBID are to be considered due to their relevance in teachers? initial education process in undergraduate programs as well as in specific programs of Mathematics education initiation. Therefore formative procedures proposed and validated in the study are important parameters for the implementation of education initiation process evaluation. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-10-31T13:57:35Z |
dc.date.issued.fl_str_mv |
2016-06-24 |
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http://tede2.pucrs.br/tede2/handle/tede/7015 |
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http://tede2.pucrs.br/tede2/handle/tede/7015 |
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por |
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por |
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3565627554998330423 |
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600 600 600 |
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Pontif?cia Universidade Cat?lica do Rio Grande do Sul |
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Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica |
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PUCRS |
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Brasil |
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Faculdade de F?sica |
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Pontif?cia Universidade Cat?lica do Rio Grande do Sul |
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