Constituição dos saberes docentes de formadores de professores de matemática

• Ano de defesa: 2006
• Autor(a) principal: SOARES, Narciso das Neves
• Orientador(a): GONÇALVES, Tadeu Oliver
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Pará
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências e Matemáticas
• Departamento: Instituto de Educação Matemática e Científica
• País: Brasil
• Palavras-chave em Português: Formação de professores de matemática; Matemática
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
• Link de acesso: http://www.repositorio.ufpa.br:8080/jspui/handle/2011/1855

The objective of this research is to understand how Mathematics teachers instructors, during their formation and professional development, constitute, make and remake, facing the challenges of the teaching practice in college degree level, their teaching knowledge. The subjects of the research are teachers who work as teachers instructors in the graduation degree course of Mathematics of the Federal University of Pará (UFPA), placed in the south and southeast university Campi of Pará. The production of material for analysis was held through interviews, which have been recorded and in which one sought for information with five Mathematics teachers makers, all of them graduated by the Federal University of Pará. Three of these teachers work in specific disciplines of mathematics and the other two in pedagogic disciplines. The analysis of the professional formation of the instructors was developed by taking into account their formation starting from their family atmosphere, their passage by the Elementary and High School Teaching, their graduation and to their post graduation, and even considering the challenges and difficulties of the teaching practice lived by them, in order to constitute their teaching identity. Three were the analysis axis: a) the initial and continual formation of the teacher; b) perceptions and reflections concerning the degree course in Mathematics of the CSSP; c) the way how it conceives, produces and develops their teaching work, and how these processes have contributed to the construction of their teaching knowledge. The results of the research indicate that, among other aspects, during the formation process and professional development, the construction of knowledge of the instructor is characterized by a period of intensive learning which combines with what the literature says about the reality shock, being marked by challenges, anguishes and dilemmas, but, also, by satisfaction feelings, responsibility and happiness. The analysis of the speeches of the teachers instructors reveals to us how their acquired knowledge is mobilized along the life, especially during their teaching practice; and they evidence that despite the fact that the teachers notice that it is in the pedagogic action that they learn and continue to learn how to be teachers, and they also recognize that the academic formation has been fundamental and it constitutes a differential one in the process of their professional constitution.