Memórias de pedagogas no ensino de Matemática: Repensando saberes e fazeres na prática docente

• Ano de defesa: 2020
• Autor(a) principal: Figueirêdo, Maria de Fátima Caldas de
• Orientador(a): Santiago, Zélia Maria de Arruda
• Banca de defesa: Barbosa, José Lamartine da Costa, Oliveira, Iranilson Buriti de, Carvalho, Carolina Fernandes De
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Memória escolar; Ensino da Matemática; Professoras aposentadas; Formação docente
• Palavras-chave em Inglês: School memory; Mathematics teaching; Retired teachers
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/73983

This dissertation presents reports on the school memory of retired teachers referring to primary school education and teaching performance in the rural area of the Ceará municipality of Barro, referring to the time frame in the 40-90s (20th century) and early 21st century, related to the content of the Mathematics in the old primary. Aiming to analyze the reports of pedagogical teachers about the knowledge and practices related to the teaching of Mathematics in the initial series of Basic Education, verifying didactic-pedagogical difficulties they faced in teaching Mathematics. In theoretical terms, this research is based on authors who address the educational and social memory of protagonists of educational experiences (HALBWACHS, 2003; MUCIDA, 2009; TARDIF, 2014), teacher training and mathematics teaching (LORENZATO, 2006) as a reference for analysis, narrative passages from teachers, generated in a semi-structured interview, photographs and documentary consultation on the content of Mathematics, guiding a qualitative interpretative discussion. Among the experiences, the trajectory of the formation of the pedagogical teachers and the performance in the teaching of Mathematics stand out, highlighting the didactic-pedagogical experiences. And as sources inform about teacher training, methodology, the content worked in Mathematics, access and permanence in school, referring to past times, but evident in the statements of retired teachers.