A formacão para docência em matemática: o Programa Residência Pedagógica no subprojeto de Matemática do CERES/UFRN

• Ano de defesa: 2023
• Autor(a) principal: Santos, Maria Jucimeire dos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE CIÊNCIAS E MATEMÁTICA
• Palavras-chave em Português: Programa residência pedagógica; Formação de professores (Matemática); Teoria histórico-cultural; Formação inicial de professores; Formação continuada de professores; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/57420

This work results from research developed in the Ph.D. Graduate Program in Science and Mathematics Teaching, on the process of teacher training in the Pedagogical Residency Program (PRP). The research was developed in the second phase of the PRP, with members of the Mathematics Core at the Seridó Higher Education Center (CERES), at the Federal University of Rio Grande do Norte, with the objective of investigating the teacher training process in the CERES/Caicó Mathematics Pedagogical Residency Program. Thus, the participants of this research were: 19 residents, 3 preceptors, 1 guiding teacher. In order to explain the teacher training process, we assumed the theoretical and methodological assumptions of the Historical-Cultural Theory and the Activity Theory. Considering the research as an activity, we established the following investigative actions: 1) Identify objective and subjective conditions for the development of the actions of the Mathematics subproject, core of CERES/UFRN; 2) Analyze elements of the teaching organization process of the undergraduates; 3) Identify aspects of the relationships established between the subjects in the training process. The apprehension of the phenomenon took place between July and December 2021, with the researcher immersed in the context of the research, following the group's meetings in remote format, according to the guidelines issued by the research ethics committee for investigations carried out during the coronavirus pandemic. The following investigative procedures were used to produce the data: participant observation, document analysis, semi-structured interviews, questionnaires and a reflective session. The data was analyzed in an attempt to highlight a unit, a concept from Vigotski (2009), and was guided by the question: how did the teacher training process take place in the Pedagogical Residency Program, Mathematics subproject, CERES/Caicó Nucleus, of Call 01/2020 - CAPES? To this end, we delimited the training activity as a unit of analysis that unfolded in three axes: objective and subjective conditions; organization of teaching and intentionality; sharing. In view of the above, we conclude with the following thesis: Teacher training in the Mathematics Pedagogical Residency Program of CERES/Caicó occurs, through certain objective and subjective conditions, in the process of teacher immersion in the school that enables appropriation of elements of the teaching activity through the experiences shared among the different subjects.