O imaginário na história de vida do professor de matemática
Ano de defesa: | 2005 |
---|---|
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 Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/27282 |
Resumo: | incontestable, has become insufficient. It is the end of the absolut certainties. All these apprehensions stimulated me to perform this research, where I search the math teacher’s imaginary from his/her life stories with the intention to contribute in his/her search of the overcoming of always being right and the truth mighty demand. The miths that fulfill math with values and expectations that come from stories of the High school teacher will be considered and his/her imaginary to perform an approach to the analysis of the ways of cooperation or conflict in math teaching will be highlighted. Considering that every pedagogical act is a political act and that teaching demands understanding that education is a way of interference in the world, I have closen the qualitative research once I am concerned of going beyond the studied reality description, searching other ways to act and transform. The research trajectory will be presented in five sequential acts. Its organization happened in a discontinuous way tough. I start the trajectory by my life story as a math teacher. Then, I search, on the western history, for hints to understand the power that math still has on parents and students. After, I present the teenager student and the math teaching. The forth oral life story, memory and imaginary were the tools that helped me to comprehend the narratives that are described in the fifth act. There I see the imaginary of the high school teacher having as references the ideas of Maffesoli, Morin, Teixeira and Postic. In the last act, with the help of theoretical references, and contributors I face the image people have of the math teacher. I try to overcome the little miths that impregnate his/her practice and to forsee new possibilities to the math teaching. |
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spelling |
2022-12-07T16:39:57Z2022-12-07T16:39:57Z2005-03-24http://repositorio.ufsm.br/handle/1/27282incontestable, has become insufficient. It is the end of the absolut certainties. All these apprehensions stimulated me to perform this research, where I search the math teacher’s imaginary from his/her life stories with the intention to contribute in his/her search of the overcoming of always being right and the truth mighty demand. The miths that fulfill math with values and expectations that come from stories of the High school teacher will be considered and his/her imaginary to perform an approach to the analysis of the ways of cooperation or conflict in math teaching will be highlighted. Considering that every pedagogical act is a political act and that teaching demands understanding that education is a way of interference in the world, I have closen the qualitative research once I am concerned of going beyond the studied reality description, searching other ways to act and transform. The research trajectory will be presented in five sequential acts. Its organization happened in a discontinuous way tough. I start the trajectory by my life story as a math teacher. Then, I search, on the western history, for hints to understand the power that math still has on parents and students. After, I present the teenager student and the math teaching. The forth oral life story, memory and imaginary were the tools that helped me to comprehend the narratives that are described in the fifth act. There I see the imaginary of the high school teacher having as references the ideas of Maffesoli, Morin, Teixeira and Postic. In the last act, with the help of theoretical references, and contributors I face the image people have of the math teacher. I try to overcome the little miths that impregnate his/her practice and to forsee new possibilities to the math teaching.Vivemos a crise dos paradigmas científicos porque nossas leituras da realidade, até então inquestionáveis, tornaram-se insuficientes. É o fim das certezas absolutas. Todas estas inquietações me impulsionaram a realizar a presente pesquisa na qual investigo o imaginário do professor de matemática a partir de sua história de vida com a intenção de contribuir para que o professor de matemática busque a sua superação de sempre acertar e de sempre ser o “todo poderoso” da verdade eterna e fixa. Na pesquisa, serão problematizados os “mitos” que impregnam a matemática a partir de valores e expectativas que emergem das narrativas dos professores de Ensino Médio, e destacados o imaginário deste professor para realizar uma aproximação a análise de modos recorrentes de cooperação ou de conflito no ensino da matemática com alunos adolescentes. Tendo em vista que todo ato pedagógico é um ato político e que ensinar exige compreender que a educação é uma forma de intervenção no mundo, escolhi a pesquisa qualitativa, pois tenho a preocupação de ir além da descrição da realidade estudada, buscando outros caminhos para a ação e a transformação. O percurso da pesquisa será apresentada em cinco atos seqüenciais, embora a sua organização tenha se dado de forma descontínua. Inicio o percurso pela minha história de vida como professora de matemática de alunos adolescentes. A seguir, busco na história ocidental, indícios para entender o “poder” que a matemática ainda exerce sobre os pais e alunos. No meio do percurso, encontro o aluno adolescente e o ensino da matemática. A história oral de vida, a memória e o imaginário do quarto ato foram ferramentas que me ajudaram a interpretar as narrativas que constituem o quinto ato. Nele, extraio o imaginário do professor de matemática do Ensino Médio tendo como referência as idéias de Maffesoli, Morin, Teixeira e Postic. Finalizando o percurso, no último ato, me coloco, com a ajuda dos colaboradores e do referencial teórico, diante da imagem que fazem do professor de matemática onde procuro transcender os pequenos mitos que impregnam a sua prática pedagógica e vislumbrar novas possibilidade para o ensino da matemática.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessImaginárioHistória de vidaProfessores de matemáticaAlunos adolescentesImaginaryLife storyTeenager studentsMath teacher'sCNPQ::CIENCIAS HUMANAS::EDUCACAOO imaginário na história de vida do professor de matemáticaThe imaginary on the math teacher’s life story.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCunha, Jorge Luiz dahttp://lattes.cnpq.br/7227767555433465Bisognin, VanildeTomazetti, Elisete Medianeirahttp://lattes.cnpq.br/0199875419798625Wermuth, Silvia Betris Bender7008000000066006006006006002c98d0c2-4b5c-41cc-9964-ae607a90d738e299ccc1-4328-4004-872b-16a18f62b86642f748f7-8637-4571-b372-683319648bf384ae3e4d-2d0f-470a-93fc-f88bc5918420reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCAÇÃO_2005_WERMUTH_SILVIA.pdfDIS_PPGEDUCAÇÃO_2005_WERMUTH_SILVIA.pdfDissertação de Mestradoapplication/pdf354741http://repositorio.ufsm.br/bitstream/1/27282/1/DIS_PPGEDUCA%c3%87%c3%83O_2005_WERMUTH_SILVIA.pdfb583f61430705459b92807ef65e26deaMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/27282/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/27282/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD521/272822022-12-07 13:39:59.858oai:repositorio.ufsm.br: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ório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestopendoar:39132022-12-07T16:39:59Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
O imaginário na história de vida do professor de matemática |
dc.title.alternative.eng.fl_str_mv |
The imaginary on the math teacher’s life story. |
title |
O imaginário na história de vida do professor de matemática |
spellingShingle |
O imaginário na história de vida do professor de matemática Wermuth, Silvia Betris Bender Imaginário História de vida Professores de matemática Alunos adolescentes Imaginary Life story Teenager students Math teacher's CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O imaginário na história de vida do professor de matemática |
title_full |
O imaginário na história de vida do professor de matemática |
title_fullStr |
O imaginário na história de vida do professor de matemática |
title_full_unstemmed |
O imaginário na história de vida do professor de matemática |
title_sort |
O imaginário na história de vida do professor de matemática |
author |
Wermuth, Silvia Betris Bender |
author_facet |
Wermuth, Silvia Betris Bender |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cunha, Jorge Luiz da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7227767555433465 |
dc.contributor.referee1.fl_str_mv |
Bisognin, Vanilde |
dc.contributor.referee2.fl_str_mv |
Tomazetti, Elisete Medianeira |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0199875419798625 |
dc.contributor.author.fl_str_mv |
Wermuth, Silvia Betris Bender |
contributor_str_mv |
Cunha, Jorge Luiz da Bisognin, Vanilde Tomazetti, Elisete Medianeira |
dc.subject.por.fl_str_mv |
Imaginário História de vida Professores de matemática Alunos adolescentes |
topic |
Imaginário História de vida Professores de matemática Alunos adolescentes Imaginary Life story Teenager students Math teacher's CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Imaginary Life story Teenager students Math teacher's |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
incontestable, has become insufficient. It is the end of the absolut certainties. All these apprehensions stimulated me to perform this research, where I search the math teacher’s imaginary from his/her life stories with the intention to contribute in his/her search of the overcoming of always being right and the truth mighty demand. The miths that fulfill math with values and expectations that come from stories of the High school teacher will be considered and his/her imaginary to perform an approach to the analysis of the ways of cooperation or conflict in math teaching will be highlighted. Considering that every pedagogical act is a political act and that teaching demands understanding that education is a way of interference in the world, I have closen the qualitative research once I am concerned of going beyond the studied reality description, searching other ways to act and transform. The research trajectory will be presented in five sequential acts. Its organization happened in a discontinuous way tough. I start the trajectory by my life story as a math teacher. Then, I search, on the western history, for hints to understand the power that math still has on parents and students. After, I present the teenager student and the math teaching. The forth oral life story, memory and imaginary were the tools that helped me to comprehend the narratives that are described in the fifth act. There I see the imaginary of the high school teacher having as references the ideas of Maffesoli, Morin, Teixeira and Postic. In the last act, with the help of theoretical references, and contributors I face the image people have of the math teacher. I try to overcome the little miths that impregnate his/her practice and to forsee new possibilities to the math teaching. |
publishDate |
2005 |
dc.date.issued.fl_str_mv |
2005-03-24 |
dc.date.accessioned.fl_str_mv |
2022-12-07T16:39:57Z |
dc.date.available.fl_str_mv |
2022-12-07T16:39:57Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/27282 |
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http://repositorio.ufsm.br/handle/1/27282 |
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por |
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por |
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700800000006 |
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600 600 600 600 600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade Federal de Santa Maria Centro de Educação |
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Programa de Pós-Graduação em Educação |
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UFSM |
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Brasil |
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Educação |
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Universidade Federal de Santa Maria Centro de Educação |
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