O PROFMAT e a formação do professor de matemática : uma análise curricular a partir de uma perspectiva processual e descentralizadora

• Ano de defesa: 2015
• Autor(a) principal: Caldatto, Marlova Estela
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Currículo; Formação de professores de matemática; Matemática; Mestrado profissional; PROFMAT; Brasil.; Curriculum; Mathematics Teacher Training; Professional Master; Brazil.; Ciências Exatas e da Terra
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4545

The aim of this work was to analyze the PROFMAT curriculum, a continuing education program directed to the improvement of mathematics education of teachers who teach this discipline in elementary school, from the processual and decentralizing perspective of Sacristán (1998; 2013) and adopting as references the researches produced in the area of mathematics education whose object of study was the knowledge of the teacher who teaches math. To achieve this goal we analyze: the academic project of PROFMAT ( proposed curriculum ); textbooks belonging to PROFMAT Collection and the Schedule of 2014 lessons (curriculum presented to the teachers); data from the observation of the PROFMAT lessons (curriculum molded by teachers and the curriculum in action); data collected through questionnaires answered by students of PROFMAT (realized curriculum); face-to-face evaluations carried out in the year 2014 (evaluated curriculum). From the analyses carried out we concluded that there is no close linkage between the elements that make up the PROFMAT curriculum to the extent that the objectives that he proposes did not crystallize in the teaching material used in the disciplines, nor in the process of shaping the curriculum by teachers and its development in the classroom, nor in the realized and evaluated curricula . This conclusion stems from the fact that he phases of the curriculum of PROFMAT - the curriculum presented to the teachers , the curriculum modeled by teachers , the curriculum in action and the evaluated curriculum - do not link to the math teacher of basic education practice, such as realized curriculum phase showed.