Os motivos que sustentam escolhas dos futuros professores para organização do ensino de Matemática na formação inicial

• Ano de defesa: 2022
• Autor(a) principal: Silvestre, Bruno Silva
• Orientador(a): Cedro, Wellington Lima
• Banca de defesa: Cedro, Wellington Lima, Araújo, Elaine Sampaio, Libâneo, osé Carlos, Moretti, Vanessa Dias, Moura, Manoel Oriosvaldo de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Formação inicial de professores; Motivos; Professor de Matemática; Escolhas e decisões na organização do ensino; Teoria histórico-cultural
• Palavras-chave em Inglês: Initial teacher education; Motives; Mathematics teacher; Choices and decisions in the organization of teaching; Cultural-historical theory
• Palavras-chave em Espanhol: Formación Inicial del profesorado; Motivos; Profesor de Matemáticas; Elecciones y decisiones en la organización de la enseñanza; Teoría histórico-cultural
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12260

The research is part of the theme of initial training of mathematics teachers, considering the process of choices and decision-making in the organization of teaching. It is presented with the objective of understanding the motives (and meanings) related to the process of choices and decision-making about the methodological aspects inherent to the organization of mathematics teaching in the experiences provided in initial training. To achieve this goal, we started from the understanding that thinking about the problem of the organization of teaching implies understanding the meaning-generating motives that enable the choices that determine it. In this perspective, related to the objective, we tried to answer the question: in the context of the undergraduate course in mathematics, what are the motives (and meanings) that support the choices of future teachers for the organization of teaching? Highlighting the motives and meanings attributed by the subjects in initial formation, the research is based on the didactic and pedagogical aspects of the Cultural-Historical Theory. Within this context, relevant concepts are addressed, such as: Activity Theory, Pedagogical Activity, humanization process, organization of teaching from the perspective of Teaching Guiding Activity, constituent aspects of teaching, Study Activity in the initial training of mathematics teachers and processes of choices and decision making. The methodology is developed through a formative pedagogical intervention with subjects of the undergraduate course in mathematics of a private University Center in the city of Aparecida de Goiânia-Goiás. The participants of the research were two students of the undergraduate course in mathematics. The production of data occurred through the disciplines of Supervised Internship and Theoretical and Methodological Foundations of Mathematics Teaching, held in the year two thousand and nineteen and, also, during the orientation of the course conclusion work, materialized by means of an article and a memorial. The instruments that allowed the production of data were: audiovisual recordings and written records of several productions developed in the course of Foundations, portfolio of the Internships, recordings of the collective orientation of the final course work, memorial and interview. The data were analyzed from the perspective of the Vygotskian proposal, presented by means of units of analysis, episodes, scenes, and flashes. The results are shown in a triad of elements that support the process of choice and decision-making in the organization of mathematics teaching, highlighting: a) evidence in the theoretical and methodological orientations, as well as the awareness that subjects signal about processes that permeate the organization of teaching taking into account the specific and pedagogical knowledge; b) the experiences of subjects and c) needs, motives, interests and intentions when organizing the teaching, motives that are characterized in two: motives-stimuli and motives that generate meaning. The first is related to the propulsive motives, which direct the activity itself, and the second demonstrates the senses capable of overcoming individuality, stimulated by the universal vision of the teacher's work in developing his/her activity in a humanizing way for the transformation of future subjects.