A mobilização para aprender a ensinar matemática e desenvolver o universo cognitivo de pibidianos da UFS: uma análise a partir das relações propostas na TAD
Ano de defesa: | 2022 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Não Informado pela instituição
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Programa de Pós-Graduação: |
Pós-Graduação em Ensino de Ciências e Matemática
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://ri.ufs.br/jspui/handle/riufs/16754 |
Resumo: | The current changes in the labor market, resulting from technological advances and speed of information, reflect on the teaching model to be offered in schools, considering that it might not structure an education disconnected from the demands of contemporary society. If we want to align those topics, it is essential to think and rethink the schooling model and, as a result, teacher training. To face this challenge, we count on the help of public policies for teachers, such as the Institutional Teaching Initiation Scholarship Program (Pibid) - created to foster, mainly, the initial formation of teachers, being a potential theme for research. Therefore, our investigation aimed to analyze how Pibid-Mathematics (UFS/Campus São Cristóvão) constituted or modified the cognitive universe of the pibidianos, considering the process of building learning to teach mathematical knowledge objects. The respondents were scholarship holders and volunteers who integrated the Pibid-Mathematics Core Program of the Universidade Federal de Sergipe/Campus São Cristóvão. This study has a qualitative approach, with a descriptive and explanatory character, whose procedures and techniques fit into the participatory research tenor, given the interaction between the researcher and the people investigated. We need to emphasize that due to the pandemic caused by COVID-19, both the program's activities and our investigation took place remotely. Initially, we presented a study about initial teacher education and Pibid, culminating with the mapping of research correlated to ours. For data collection and the constitution of the research corpus, we drew upon triangulation with the following instruments and techniques: logbook, accompanied by media files; questionnaire; document analysis; and interviews. To analyze the data, we initially based our observations on the study of the cognitive dimension, so the term cognitive universe was proposed by the Anthropological Theory of Didactics (TAD), created by Yves Chevallard, in the 1990s. Considering that studies, we started from the notions of object, person, and institution and the relationships they establish among themselves. In discussing the knowledge needed for professional teacher training, we also sought support from Maurice Tardif, besides other authors such as J. Luiz Cavalcante, about two levels of investigation - institutional dimension and personal dimension. In conclusion, we could understand how the investigated institution was structured along with its institutional objects and constructed a potential environment therefore, considering the personal relationships established by the pibidianos, it was possible to notice some modifications in the cognitive universe of those subjects, in the sense of being prepared to teach mathematics. The statements given by the participants revealed that the view at the praxis - characteristic of Pibid-Mathematics and considered as a gap in the course by themselves - was essential for these subjects to begin to recognize themselves as teachers. It happens because the production of different knowledge and direct contact with the profession has proved to be a difference in the construction of the professional identity of these undergraduates. |
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Silva, Narinha Mylena Rocha daSouza, Denize da Silva2022-11-04T00:30:00Z2022-11-04T00:30:00Z2022-05-27SILVA, Narinha Mylena Rocha da. A mobilização para aprender a ensinar matemática e desenvolver o universo cognitivo de pibidianos da UFS: uma análise a partir das relações propostas na TAD. 2022. 179 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2022.http://ri.ufs.br/jspui/handle/riufs/16754The current changes in the labor market, resulting from technological advances and speed of information, reflect on the teaching model to be offered in schools, considering that it might not structure an education disconnected from the demands of contemporary society. If we want to align those topics, it is essential to think and rethink the schooling model and, as a result, teacher training. To face this challenge, we count on the help of public policies for teachers, such as the Institutional Teaching Initiation Scholarship Program (Pibid) - created to foster, mainly, the initial formation of teachers, being a potential theme for research. Therefore, our investigation aimed to analyze how Pibid-Mathematics (UFS/Campus São Cristóvão) constituted or modified the cognitive universe of the pibidianos, considering the process of building learning to teach mathematical knowledge objects. The respondents were scholarship holders and volunteers who integrated the Pibid-Mathematics Core Program of the Universidade Federal de Sergipe/Campus São Cristóvão. This study has a qualitative approach, with a descriptive and explanatory character, whose procedures and techniques fit into the participatory research tenor, given the interaction between the researcher and the people investigated. We need to emphasize that due to the pandemic caused by COVID-19, both the program's activities and our investigation took place remotely. Initially, we presented a study about initial teacher education and Pibid, culminating with the mapping of research correlated to ours. For data collection and the constitution of the research corpus, we drew upon triangulation with the following instruments and techniques: logbook, accompanied by media files; questionnaire; document analysis; and interviews. To analyze the data, we initially based our observations on the study of the cognitive dimension, so the term cognitive universe was proposed by the Anthropological Theory of Didactics (TAD), created by Yves Chevallard, in the 1990s. Considering that studies, we started from the notions of object, person, and institution and the relationships they establish among themselves. In discussing the knowledge needed for professional teacher training, we also sought support from Maurice Tardif, besides other authors such as J. Luiz Cavalcante, about two levels of investigation - institutional dimension and personal dimension. In conclusion, we could understand how the investigated institution was structured along with its institutional objects and constructed a potential environment therefore, considering the personal relationships established by the pibidianos, it was possible to notice some modifications in the cognitive universe of those subjects, in the sense of being prepared to teach mathematics. The statements given by the participants revealed that the view at the praxis - characteristic of Pibid-Mathematics and considered as a gap in the course by themselves - was essential for these subjects to begin to recognize themselves as teachers. It happens because the production of different knowledge and direct contact with the profession has proved to be a difference in the construction of the professional identity of these undergraduates.As atuais mudanças no mundo do trabalho, resultantes do avanço tecnológico e velocidade das informações, refletem no modelo de ensino a ser ofertado nas escolas, considerando não ser possível estruturar uma educação desvinculada das demandas da sociedade contemporânea. Na busca por esse alinhamento, é imprescindível pensar e repensar o modelo de escolarização e, consequentemente, a formação de professores. Frente a esse desafio, conta-se com o auxílio de políticas públicas docentes, como o Programa Institucional de Bolsa de Iniciação à Docência (Pibid) – criado com o intuito de fomentar, principalmente, a formação inicial de professores, sendo uma temática em potencial para a realização de pesquisas. Desse modo, nossa investigação teve como objetivo, analisar como Pibid-Matemática (UFS/Campus São Cristóvão) constituiu e/ou modificou o universo cognitivo de pibidianos, no que diz respeito ao processo de construção do aprender a ensinar objetos de conhecimentos matemáticos. Os participantes da pesquisa foram bolsistas e voluntários que integraram ao Núcleo do Pibid-Matemática da Universidade Federal de Sergipe/Campus São Cristóvão. Este estudo possui abordagem qualitativa, com caráter descritivo e explicativo, cujos procedimentos e técnicas se enquadram no teor de pesquisa participante, dada a interação entre a pesquisadora e as pessoas investigadas. Salienta-se que devido à pandemia ocasionada pela COVID-19, tanto as atividades do programa, como nossa investigação, ocorreram remotamente. Inicialmente, apresentamos um estudo sobre a formação inicial de professores e o Pibid, culminando com a realização de um mapeamento de pesquisas correlatas à nossa. Para a coleta dos dados e constituição do corpus da pesquisa, fizemos uso de uma triangulação com os seguintes instrumentos e técnicas: diário de bordo, acompanhado de arquivos midiáticos; questionário; análise documental e entrevistas. Para análise dos dados, inicialmente, nos fundamentamos ao estudo da dimensão cognitiva, de onde advém o termo universo cognitivo proposto pela Teoria Antropológica do Didático (TAD), criada por Yves Chevallard, a partir da década de 1990. Nesse sentido, partimos das noções de objeto, pessoa e instituição e as relações que estabelecem entre si. Ao discutirmos sobre os saberes necessários para a formação profissional docente, também, buscamos apoio em Maurice Tardif, além de outros autores como J. Luiz Cavalcante, em relação a dois níveis de investigação – dimensão institucional e dimensão pessoal. Dos resultados, constatamos que a forma como a instituição investigada esteve estruturada, junto aos seus objetos institucionais, constituiu-se como um ambiente em potencial para que, a partir das relações pessoais estabelecidas pelos pibidianos, houvesse constituição e/ou modificação no universo cognitivo desses sujeitos, no sentido de preparar-se para ensinar matemática. Os depoimentos dados pelos participantes revelaram que o olhar para a práxis – característico do Pibid-Matemática e tido por eles como uma lacuna no curso – foram essenciais para que esses sujeitos passassem a se reconhecer na condição de ensinante. Isso porque, a produção de diferentes saberes e o contato direto com a profissão mostrou-se como um diferencial na construção da identidade profissional desses licenciandos.São CristóvãoporMatemáticaEnsino de matemáticaProfessoresFormação de professoresPrograma Institucional de Bolsas de Iniciação à Docência (PIBID)Pibid-MatemáticaFormação inicialSaberes docentesUniverso cognitivoPibid-MathematicsInitial trainingTeaching knowledgeCognitive universeCIENCIAS HUMANAS::EDUCACAOA mobilização para aprender a ensinar matemática e desenvolver o universo cognitivo de pibidianos da UFS: uma análise a partir das relações propostas na TADinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Ensino de Ciências e MatemáticaUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/16754/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALNARINHA_MYLENA_ROCHA_SILVA.pdfNARINHA_MYLENA_ROCHA_SILVA.pdfapplication/pdf3758332https://ri.ufs.br/jspui/bitstream/riufs/16754/2/NARINHA_MYLENA_ROCHA_SILVA.pdff254800a7263a0242c9423e449cbde0aMD52TEXTNARINHA_MYLENA_ROCHA_SILVA.pdf.txtNARINHA_MYLENA_ROCHA_SILVA.pdf.txtExtracted texttext/plain428742https://ri.ufs.br/jspui/bitstream/riufs/16754/3/NARINHA_MYLENA_ROCHA_SILVA.pdf.txtf6055edd3cfee400779da035343f2498MD53THUMBNAILNARINHA_MYLENA_ROCHA_SILVA.pdf.jpgNARINHA_MYLENA_ROCHA_SILVA.pdf.jpgGenerated Thumbnailimage/jpeg1351https://ri.ufs.br/jspui/bitstream/riufs/16754/4/NARINHA_MYLENA_ROCHA_SILVA.pdf.jpg7e40867e34421d9f6e5ea105c05869c4MD54riufs/167542022-11-03 21:30:00.522oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-11-04T00:30Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
A mobilização para aprender a ensinar matemática e desenvolver o universo cognitivo de pibidianos da UFS: uma análise a partir das relações propostas na TAD |
title |
A mobilização para aprender a ensinar matemática e desenvolver o universo cognitivo de pibidianos da UFS: uma análise a partir das relações propostas na TAD |
spellingShingle |
A mobilização para aprender a ensinar matemática e desenvolver o universo cognitivo de pibidianos da UFS: uma análise a partir das relações propostas na TAD Silva, Narinha Mylena Rocha da Matemática Ensino de matemática Professores Formação de professores Programa Institucional de Bolsas de Iniciação à Docência (PIBID) Pibid-Matemática Formação inicial Saberes docentes Universo cognitivo Pibid-Mathematics Initial training Teaching knowledge Cognitive universe CIENCIAS HUMANAS::EDUCACAO |
title_short |
A mobilização para aprender a ensinar matemática e desenvolver o universo cognitivo de pibidianos da UFS: uma análise a partir das relações propostas na TAD |
title_full |
A mobilização para aprender a ensinar matemática e desenvolver o universo cognitivo de pibidianos da UFS: uma análise a partir das relações propostas na TAD |
title_fullStr |
A mobilização para aprender a ensinar matemática e desenvolver o universo cognitivo de pibidianos da UFS: uma análise a partir das relações propostas na TAD |
title_full_unstemmed |
A mobilização para aprender a ensinar matemática e desenvolver o universo cognitivo de pibidianos da UFS: uma análise a partir das relações propostas na TAD |
title_sort |
A mobilização para aprender a ensinar matemática e desenvolver o universo cognitivo de pibidianos da UFS: uma análise a partir das relações propostas na TAD |
author |
Silva, Narinha Mylena Rocha da |
author_facet |
Silva, Narinha Mylena Rocha da |
author_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Narinha Mylena Rocha da |
dc.contributor.advisor1.fl_str_mv |
Souza, Denize da Silva |
contributor_str_mv |
Souza, Denize da Silva |
dc.subject.por.fl_str_mv |
Matemática Ensino de matemática Professores Formação de professores Programa Institucional de Bolsas de Iniciação à Docência (PIBID) Pibid-Matemática Formação inicial Saberes docentes Universo cognitivo |
topic |
Matemática Ensino de matemática Professores Formação de professores Programa Institucional de Bolsas de Iniciação à Docência (PIBID) Pibid-Matemática Formação inicial Saberes docentes Universo cognitivo Pibid-Mathematics Initial training Teaching knowledge Cognitive universe CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Pibid-Mathematics Initial training Teaching knowledge Cognitive universe |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The current changes in the labor market, resulting from technological advances and speed of information, reflect on the teaching model to be offered in schools, considering that it might not structure an education disconnected from the demands of contemporary society. If we want to align those topics, it is essential to think and rethink the schooling model and, as a result, teacher training. To face this challenge, we count on the help of public policies for teachers, such as the Institutional Teaching Initiation Scholarship Program (Pibid) - created to foster, mainly, the initial formation of teachers, being a potential theme for research. Therefore, our investigation aimed to analyze how Pibid-Mathematics (UFS/Campus São Cristóvão) constituted or modified the cognitive universe of the pibidianos, considering the process of building learning to teach mathematical knowledge objects. The respondents were scholarship holders and volunteers who integrated the Pibid-Mathematics Core Program of the Universidade Federal de Sergipe/Campus São Cristóvão. This study has a qualitative approach, with a descriptive and explanatory character, whose procedures and techniques fit into the participatory research tenor, given the interaction between the researcher and the people investigated. We need to emphasize that due to the pandemic caused by COVID-19, both the program's activities and our investigation took place remotely. Initially, we presented a study about initial teacher education and Pibid, culminating with the mapping of research correlated to ours. For data collection and the constitution of the research corpus, we drew upon triangulation with the following instruments and techniques: logbook, accompanied by media files; questionnaire; document analysis; and interviews. To analyze the data, we initially based our observations on the study of the cognitive dimension, so the term cognitive universe was proposed by the Anthropological Theory of Didactics (TAD), created by Yves Chevallard, in the 1990s. Considering that studies, we started from the notions of object, person, and institution and the relationships they establish among themselves. In discussing the knowledge needed for professional teacher training, we also sought support from Maurice Tardif, besides other authors such as J. Luiz Cavalcante, about two levels of investigation - institutional dimension and personal dimension. In conclusion, we could understand how the investigated institution was structured along with its institutional objects and constructed a potential environment therefore, considering the personal relationships established by the pibidianos, it was possible to notice some modifications in the cognitive universe of those subjects, in the sense of being prepared to teach mathematics. The statements given by the participants revealed that the view at the praxis - characteristic of Pibid-Mathematics and considered as a gap in the course by themselves - was essential for these subjects to begin to recognize themselves as teachers. It happens because the production of different knowledge and direct contact with the profession has proved to be a difference in the construction of the professional identity of these undergraduates. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-11-04T00:30:00Z |
dc.date.available.fl_str_mv |
2022-11-04T00:30:00Z |
dc.date.issued.fl_str_mv |
2022-05-27 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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dc.identifier.citation.fl_str_mv |
SILVA, Narinha Mylena Rocha da. A mobilização para aprender a ensinar matemática e desenvolver o universo cognitivo de pibidianos da UFS: uma análise a partir das relações propostas na TAD. 2022. 179 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2022. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/16754 |
identifier_str_mv |
SILVA, Narinha Mylena Rocha da. A mobilização para aprender a ensinar matemática e desenvolver o universo cognitivo de pibidianos da UFS: uma análise a partir das relações propostas na TAD. 2022. 179 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2022. |
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