A relação com saber : professores de matemática e práticas educativas no ensino médio
Ano de defesa: | 2009 |
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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: |
Universidade Federal de Sergipe
|
Programa de Pós-Graduação: |
Pós-Graduação em Educação
|
Departamento: |
Não Informado pela instituição
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://ri.ufs.br/handle/riufs/4620 |
Resumo: | Democratize and to modernize the teaching just does not characterize in enrolling the students, but, in making them the opportunity to access the knowledge. In the last twenty years, a doubts whirl started to bestir me front to the realized paradoxes, sometimes in the exercise of the educational practice, sometimes by the pedagogical speeches or political pre-constituted by the system of the education state net. This put me to request answers, systematizing this study with base in the presupposes of Bernstein (1996), Bourdieu (2002, 2004), Charlot (2000, 2001, 2005), Kuenzer (2007), Lorenzato (2006), Santos (2008), Silva (2008) and another. The intention was to investigate the relation with teachers' Mathematics knowledge and the logic of how these teachers, in their classes in the Average Teaching, mobilize students' intellectual activity in the Centro de Excelência of Sergipe state net. The matters that led the study were: How will the relation with Mathematics teachers' knowledge be? What's the sense of teaching Mathematics? How the educational practices in the Mathematics classes happen, when it deals for educational innovation? In the analysis of the data it was possible to constitute a portrait of these three institutions, under the image revealed by an actors' set. Teach Mathematics demands develop in the student the incentive to the research, to the accomplishment of practices , showing them the importance of what a work of intellectual activity is. The relation with the activity, with the learning indicates the sense of teaching Mathematics for the teachers of these Centers. The teacher in its professional activity relates with the world, with the other and with itself. To overcome the diversities of this activity, it makes its pedagogical practice a marked and orderly space by rules with cognitive and social messages, sometimes implicit, sometimes explicit that are constituted in the relation that has with the Mathematics, in the relation with their colleagues, with their students and with the Centro de Excelência. The data gathering and analysis were systematized through interviews; questionnaires and by means of the focal group with the Mathematics teachers of the three Centers. Other sources also contributed: official documents, photographic records, articles etc. |
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Souza, Denize da SilvaCharlot, Bernard2017-09-26T17:47:43Z2017-09-26T17:47:43Z2009-05-20SOUZA, Denize da Silva. A relação com saber: professores de matemática e práticas educativas no ensino médio. 2009. 194 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2009.https://ri.ufs.br/handle/riufs/4620Democratize and to modernize the teaching just does not characterize in enrolling the students, but, in making them the opportunity to access the knowledge. In the last twenty years, a doubts whirl started to bestir me front to the realized paradoxes, sometimes in the exercise of the educational practice, sometimes by the pedagogical speeches or political pre-constituted by the system of the education state net. This put me to request answers, systematizing this study with base in the presupposes of Bernstein (1996), Bourdieu (2002, 2004), Charlot (2000, 2001, 2005), Kuenzer (2007), Lorenzato (2006), Santos (2008), Silva (2008) and another. The intention was to investigate the relation with teachers' Mathematics knowledge and the logic of how these teachers, in their classes in the Average Teaching, mobilize students' intellectual activity in the Centro de Excelência of Sergipe state net. The matters that led the study were: How will the relation with Mathematics teachers' knowledge be? What's the sense of teaching Mathematics? How the educational practices in the Mathematics classes happen, when it deals for educational innovation? In the analysis of the data it was possible to constitute a portrait of these three institutions, under the image revealed by an actors' set. Teach Mathematics demands develop in the student the incentive to the research, to the accomplishment of practices , showing them the importance of what a work of intellectual activity is. The relation with the activity, with the learning indicates the sense of teaching Mathematics for the teachers of these Centers. The teacher in its professional activity relates with the world, with the other and with itself. To overcome the diversities of this activity, it makes its pedagogical practice a marked and orderly space by rules with cognitive and social messages, sometimes implicit, sometimes explicit that are constituted in the relation that has with the Mathematics, in the relation with their colleagues, with their students and with the Centro de Excelência. The data gathering and analysis were systematized through interviews; questionnaires and by means of the focal group with the Mathematics teachers of the three Centers. Other sources also contributed: official documents, photographic records, articles etc.Democratizar e modernizar o ensino não se caracteriza apenas em matricular os alunos, mas sim, em oportunizar-lhes o acesso ao saber. Nos últimos vinte anos, um turbilhão de dúvidas começou a me intrigar frente aos paradoxos percebidos, ora no exercício da prática docente, ora pelos discursos pedagógicos ou políticos pré-constituídos pelo sistema da rede estadual de educação. Isto me pôs a requerer respostas, sistematizando este estudo com base nos pressupostos de Bernstein (1996), Bourdieu (2002, 2004), Charlot (2000, 2001, 2005), Kuenzer (2007), Lorenzato (2006), Santos (2008), Silva (2008) e outros. A intenção foi investigar a relação com o saber dos professores de Matemática e a lógica de como esses professores, em suas aulas no Ensino Médio, mobilizam a atividade intelectual dos alunos nos Centros de Excelência da rede estadual de Sergipe. As questões que nortearam o estudo foram: Como será a relação com o saber dos professores de Matemática? Qual o sentido de ensinar Matemática? Como acontecem as práticas educativas nas aulas de Matemática, quando se trata de inovação educacional? Na análise dos dados foi possível constituir um retrato dessas três instituições, sob a imagem revelada por um conjunto de atores. Ensinar Matemática exige desenvolver no aluno o incentivo à pesquisa, à realização de práticas, mostrandolhes a importância do que é um trabalho de atividade intelectual. A relação com a atividade, com a aprendizagem preconiza o sentido de ensinar Matemática para os professores desses Centros. O professor na sua atividade profissional relaciona-se com o mundo, com o outro e consigo mesmo. Para superar as diversidades dessa atividade, ele faz de sua prática pedagógica um espaço marcado e ordenado por regras com mensagens cognitivas e sociais, ora implícitas, ora explícitas que se constituem na relação que tem com a Matemática, na relação com seus colegas, com seus alunos e com o Centro de Excelência. O levantamento e análise de dados foram sistematizados através de entrevistas; questionários e por meio do grupo focal com os professores de Matemática dos três Centros. Outras fontes também contribuíram: documentos oficiais, registros fotográficos, artigos etc.application/pdfporUniversidade Federal de SergipePós-Graduação em EducaçãoUFSBRRelação com o saberprofessores de matemáticaEnsino médioPráticas educativasInovações educacionaisRelation with the knowledgeMathematics teachersAverage teachingEducational practicesEducational innovationsCNPQ::CIENCIAS HUMANAS::EDUCACAOA relação com saber : professores de matemática e práticas educativas no ensino médioinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALDENIZE_SILVA_SOUZA.pdfapplication/pdf10609881https://ri.ufs.br/jspui/bitstream/riufs/4620/1/DENIZE_SILVA_SOUZA.pdfa31d4b820b9010b79871564b84fbd527MD51TEXTDENIZE_SILVA_SOUZA.pdf.txtDENIZE_SILVA_SOUZA.pdf.txtExtracted texttext/plain420855https://ri.ufs.br/jspui/bitstream/riufs/4620/2/DENIZE_SILVA_SOUZA.pdf.txtcf41f1b203ed56fafae2465271277796MD52THUMBNAILDENIZE_SILVA_SOUZA.pdf.jpgDENIZE_SILVA_SOUZA.pdf.jpgGenerated Thumbnailimage/jpeg1345https://ri.ufs.br/jspui/bitstream/riufs/4620/3/DENIZE_SILVA_SOUZA.pdf.jpg7b12a565c7d8665486f11e44ddb198d4MD53riufs/46202017-11-24 20:23:59.457oai:ufs.br:riufs/4620Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2017-11-24T23:23:59Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
A relação com saber : professores de matemática e práticas educativas no ensino médio |
title |
A relação com saber : professores de matemática e práticas educativas no ensino médio |
spellingShingle |
A relação com saber : professores de matemática e práticas educativas no ensino médio Souza, Denize da Silva Relação com o saber professores de matemática Ensino médio Práticas educativas Inovações educacionais Relation with the knowledge Mathematics teachers Average teaching Educational practices Educational innovations CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A relação com saber : professores de matemática e práticas educativas no ensino médio |
title_full |
A relação com saber : professores de matemática e práticas educativas no ensino médio |
title_fullStr |
A relação com saber : professores de matemática e práticas educativas no ensino médio |
title_full_unstemmed |
A relação com saber : professores de matemática e práticas educativas no ensino médio |
title_sort |
A relação com saber : professores de matemática e práticas educativas no ensino médio |
author |
Souza, Denize da Silva |
author_facet |
Souza, Denize da Silva |
author_role |
author |
dc.contributor.author.fl_str_mv |
Souza, Denize da Silva |
dc.contributor.advisor1.fl_str_mv |
Charlot, Bernard |
contributor_str_mv |
Charlot, Bernard |
dc.subject.por.fl_str_mv |
Relação com o saber professores de matemática Ensino médio Práticas educativas Inovações educacionais |
topic |
Relação com o saber professores de matemática Ensino médio Práticas educativas Inovações educacionais Relation with the knowledge Mathematics teachers Average teaching Educational practices Educational innovations CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Relation with the knowledge Mathematics teachers Average teaching Educational practices Educational innovations |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Democratize and to modernize the teaching just does not characterize in enrolling the students, but, in making them the opportunity to access the knowledge. In the last twenty years, a doubts whirl started to bestir me front to the realized paradoxes, sometimes in the exercise of the educational practice, sometimes by the pedagogical speeches or political pre-constituted by the system of the education state net. This put me to request answers, systematizing this study with base in the presupposes of Bernstein (1996), Bourdieu (2002, 2004), Charlot (2000, 2001, 2005), Kuenzer (2007), Lorenzato (2006), Santos (2008), Silva (2008) and another. The intention was to investigate the relation with teachers' Mathematics knowledge and the logic of how these teachers, in their classes in the Average Teaching, mobilize students' intellectual activity in the Centro de Excelência of Sergipe state net. The matters that led the study were: How will the relation with Mathematics teachers' knowledge be? What's the sense of teaching Mathematics? How the educational practices in the Mathematics classes happen, when it deals for educational innovation? In the analysis of the data it was possible to constitute a portrait of these three institutions, under the image revealed by an actors' set. Teach Mathematics demands develop in the student the incentive to the research, to the accomplishment of practices , showing them the importance of what a work of intellectual activity is. The relation with the activity, with the learning indicates the sense of teaching Mathematics for the teachers of these Centers. The teacher in its professional activity relates with the world, with the other and with itself. To overcome the diversities of this activity, it makes its pedagogical practice a marked and orderly space by rules with cognitive and social messages, sometimes implicit, sometimes explicit that are constituted in the relation that has with the Mathematics, in the relation with their colleagues, with their students and with the Centro de Excelência. The data gathering and analysis were systematized through interviews; questionnaires and by means of the focal group with the Mathematics teachers of the three Centers. Other sources also contributed: official documents, photographic records, articles etc. |
publishDate |
2009 |
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2009-05-20 |
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2017-09-26T17:47:43Z |
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2017-09-26T17:47:43Z |
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masterThesis |
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SOUZA, Denize da Silva. A relação com saber: professores de matemática e práticas educativas no ensino médio. 2009. 194 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2009. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/handle/riufs/4620 |
identifier_str_mv |
SOUZA, Denize da Silva. A relação com saber: professores de matemática e práticas educativas no ensino médio. 2009. 194 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2009. |
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