Futuros professores que ensinarão matemática: espaços formativos como desencadeadores de novos sentidos sobre a docência
Ano de defesa: | 2020 |
---|---|
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/1/23432 |
Resumo: | This research, linked to the line of Teaching, Knowledge and Professional Development, of the Graduate Program in Education at the Federal University of Santa Maria (UFSM), aims to understand the learning that emerges from the actions of future teachers who will teach mathematics, from the Special Education, Mathematics and Pedagogy courses, from the development of a training space on quantities and measures. Therefore, the Historical-Cultural Theory (THC), the Activity Theory (TA) and the Teaching Guiding Activity (AOE) were the guiding principle, a theoretical contribution that leads to the understanding of the human as a historical being that develops through social interactions. Understanding that the future teacher becomes a teacher because of the relationships he establishes, it was sought to promote a formative space, organized based on an activity-oriented project entitled “Measures in Elementary Education: what is taught at school?”, with a workload of 80 hours, distributed in 14 face-to-face, supervised and unsupervised remote meetings, thus arranged due to the pandemic caused by the Covid-19. 11 students from the Special Education, Mathematics and Pedagogy courses participated in this space. In view of the executing dimension of this research, the data from the records - writings, recordings (audios and videos) - were analyzed, establishing three units that aim to apprehend the phenomenon in its entirety: 1) Initial approaches; 2) Knowledge to teach Mathematics; 3) The formative space as a promoter of quality change. The results showed that, regarding the first unit - recognizing the approximations of future teachers with the teaching and learning process of Mathematics in the initial and final years of Elementary School - the understandings about teaching and the needs arising from initial formation mobilize the future teacher to seek other spaces that bring him closer to the knowledge of Basic Education. As for the second unit - identifying knowledge listed by future teachers as essential for the teaching of mathematics, more specifically on quantities and measures - the understanding was evidenced that, in order to develop an efficient planning, both specific knowledge of the area and those related to teaching are necessary. As for the third unit - understanding sharing within the formative space as a promoter of better teaching quality - the interactions between the three Degree courses - Special Education, Mathematics and Pedagogy - were seen as a possibility for collective syntheses to be promoted, which it can lead to new attributions of meaning about teaching. Therefore, it was concluded that the formative space can promote the appropriation of theoretical knowledge that lead the future teacher to attribute new meanings to his education, teaching and the teaching mathematics, triggering new qualities for his actions. |
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2021-12-28T18:04:19Z2021-12-28T18:04:19Z2020-10-08http://repositorio.ufsm.br/handle/1/23432This research, linked to the line of Teaching, Knowledge and Professional Development, of the Graduate Program in Education at the Federal University of Santa Maria (UFSM), aims to understand the learning that emerges from the actions of future teachers who will teach mathematics, from the Special Education, Mathematics and Pedagogy courses, from the development of a training space on quantities and measures. Therefore, the Historical-Cultural Theory (THC), the Activity Theory (TA) and the Teaching Guiding Activity (AOE) were the guiding principle, a theoretical contribution that leads to the understanding of the human as a historical being that develops through social interactions. Understanding that the future teacher becomes a teacher because of the relationships he establishes, it was sought to promote a formative space, organized based on an activity-oriented project entitled “Measures in Elementary Education: what is taught at school?”, with a workload of 80 hours, distributed in 14 face-to-face, supervised and unsupervised remote meetings, thus arranged due to the pandemic caused by the Covid-19. 11 students from the Special Education, Mathematics and Pedagogy courses participated in this space. In view of the executing dimension of this research, the data from the records - writings, recordings (audios and videos) - were analyzed, establishing three units that aim to apprehend the phenomenon in its entirety: 1) Initial approaches; 2) Knowledge to teach Mathematics; 3) The formative space as a promoter of quality change. The results showed that, regarding the first unit - recognizing the approximations of future teachers with the teaching and learning process of Mathematics in the initial and final years of Elementary School - the understandings about teaching and the needs arising from initial formation mobilize the future teacher to seek other spaces that bring him closer to the knowledge of Basic Education. As for the second unit - identifying knowledge listed by future teachers as essential for the teaching of mathematics, more specifically on quantities and measures - the understanding was evidenced that, in order to develop an efficient planning, both specific knowledge of the area and those related to teaching are necessary. As for the third unit - understanding sharing within the formative space as a promoter of better teaching quality - the interactions between the three Degree courses - Special Education, Mathematics and Pedagogy - were seen as a possibility for collective syntheses to be promoted, which it can lead to new attributions of meaning about teaching. Therefore, it was concluded that the formative space can promote the appropriation of theoretical knowledge that lead the future teacher to attribute new meanings to his education, teaching and the teaching mathematics, triggering new qualities for his actions.Esta pesquisa, vinculada a linha de pesquisa Docência, Saberes e Desenvolvimento Profissional, do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria (UFSM), tem como objetivo compreender as aprendizagens que emergem das ações de futuros professores dos cursos de Licenciatura em Educação Especial, Matemática e Pedagogia, a partir do desenvolvimento de um espaço formativo sobre grandezas e medidas, na perspectiva da Teoria Histórico-Cultural. Com o objeto particular de pesquisa voltado às aprendizagens dos futuros professores que ensinarão matemática, temos como princípio orientador a Teoria Histórico-Cultural (THC), a Teoria da Atividade (TA) e a Atividade Orientadora de Ensino (AOE), aporte teórico que leva à compreensão do ser humano como sujeito histórico, que se desenvolve por meio de interações sociais. Entendendo que o futuro professor se constitui professor a partir das relações que estabelece, buscou-se promover um espaço formativo organizado a partir de um projeto orientador de atividade intitulado “Medidas no Ensino Fundamental: o que se ensina na escola?”, com uma carga horária de oitenta horas, distribuídas em quatorze encontros presenciais, remotos e à distância, assim organizados em virtude da pandemia causada pelo vírus (Covid-19). Desse espaço participaram 11 estudantes dos cursos de Licenciatura em Educação Especial, Matemática e Pedagogia. Tendo em vista a dimensão executora desta pesquisa, os dados oriundos dos registros – escritos, áudios e gravações, foram analisados por meio do estabelecimento de três unidades que visam apreender o fenômeno em sua totalidade: 1) Aproximações inicias; 2) Conhecimentos para Ensinar Matemática; 3) O espaço formativo como promotor da mudança de qualidade. Com as ações investigativas elencadas, se realizou o movimento analítico, sendo que na primeira unidade que se buscava reconhecer as aproximações dos futuros professores com o processo de ensino e aprendizagem de Matemática nos anos inicias e finais do Ensino Fundamental, evidenciou-se que as compreensões sobre a docência e as necessidades oriundas da formação inicial mobilizam o futuro professor a buscar outros espaços que o aproximam do conhecimento da Educação Básica. Na segunda unidade que visou identificar conhecimentos elencados pelos futuros professores como essenciais para o ensino de matemática, mais especificamente sobre grandezas e medidas, transpareceu o entendimento de que para se apreender sobre o planejamento são necessários os conhecimentos específicos da área e também os que estão relacionadas a docência. Buscando analisar como o compartilhamento pode contribuir para a aprendizagem da docência, na terceira unidade de análise apontam-se as interações entre os três cursos de Licenciatura – Educação Especial, Matemática e Pedagogia – como uma possibilidade para se promover sínteses coletivas, o que pode levar a novas atribuições de sentido sobre a docência. Portanto, o espaço formativo pode promover a apropriação de conhecimentos teóricos que levam o futuro professor a atribuir novos sentidos a sua formação, à docência e ao ensino de matemática, desencadeando novas qualidades para suas ações.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade 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/openAccessFormação inicialProfessores que ensinam matemáticaMedidasTeoria histórico-culturalEspaço formativoInitial formationTeachers who will teach mathematicsMeasuresHistorical-cultural theoryFormative spaceCNPQ::CIENCIAS HUMANAS::EDUCACAOFuturos professores que ensinarão matemática: espaços formativos como desencadeadores de novos sentidos sobre a docênciaProspective teachers who will teach mathematics: formative spaces as unleashers of new senses about teachinginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisLopes, Anemari Roesler Luersen Vieirahttp://lattes.cnpq.br/7102436522771207Powaczuk, Ana Carla HollwegBorowsky, Halana Garcezhttp://lattes.cnpq.br/0250989224685343Klein, Maiara Luisa700800000006600600600d35754ba-be65-447a-a95d-9c39a8397c52c341a3b4-4dcd-4cc6-8122-512094382c534191fef3-e7d5-487f-a092-ca027a1ca82439b62963-ffaf-4ba8-9241-5f694acf6a71reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCAÇÃO_2020_KLEIN_MAIARA.pdfDIS_PPGEDUCAÇÃO_2020_KLEIN_MAIARA.pdfDissertação de Mestradoapplication/pdf4454119http://repositorio.ufsm.br/bitstream/1/23432/1/DIS_PPGEDUCA%c3%87%c3%83O_2020_KLEIN_MAIARA.pdfd3b56e7377e68fb610e99663a87a41e1MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Futuros professores que ensinarão matemática: espaços formativos como desencadeadores de novos sentidos sobre a docência |
dc.title.alternative.eng.fl_str_mv |
Prospective teachers who will teach mathematics: formative spaces as unleashers of new senses about teaching |
title |
Futuros professores que ensinarão matemática: espaços formativos como desencadeadores de novos sentidos sobre a docência |
spellingShingle |
Futuros professores que ensinarão matemática: espaços formativos como desencadeadores de novos sentidos sobre a docência Klein, Maiara Luisa Formação inicial Professores que ensinam matemática Medidas Teoria histórico-cultural Espaço formativo Initial formation Teachers who will teach mathematics Measures Historical-cultural theory Formative space CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Futuros professores que ensinarão matemática: espaços formativos como desencadeadores de novos sentidos sobre a docência |
title_full |
Futuros professores que ensinarão matemática: espaços formativos como desencadeadores de novos sentidos sobre a docência |
title_fullStr |
Futuros professores que ensinarão matemática: espaços formativos como desencadeadores de novos sentidos sobre a docência |
title_full_unstemmed |
Futuros professores que ensinarão matemática: espaços formativos como desencadeadores de novos sentidos sobre a docência |
title_sort |
Futuros professores que ensinarão matemática: espaços formativos como desencadeadores de novos sentidos sobre a docência |
author |
Klein, Maiara Luisa |
author_facet |
Klein, Maiara Luisa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lopes, Anemari Roesler Luersen Vieira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7102436522771207 |
dc.contributor.referee1.fl_str_mv |
Powaczuk, Ana Carla Hollweg |
dc.contributor.referee2.fl_str_mv |
Borowsky, Halana Garcez |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0250989224685343 |
dc.contributor.author.fl_str_mv |
Klein, Maiara Luisa |
contributor_str_mv |
Lopes, Anemari Roesler Luersen Vieira Powaczuk, Ana Carla Hollweg Borowsky, Halana Garcez |
dc.subject.por.fl_str_mv |
Formação inicial Professores que ensinam matemática Medidas Teoria histórico-cultural Espaço formativo |
topic |
Formação inicial Professores que ensinam matemática Medidas Teoria histórico-cultural Espaço formativo Initial formation Teachers who will teach mathematics Measures Historical-cultural theory Formative space CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Initial formation Teachers who will teach mathematics Measures Historical-cultural theory Formative space |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research, linked to the line of Teaching, Knowledge and Professional Development, of the Graduate Program in Education at the Federal University of Santa Maria (UFSM), aims to understand the learning that emerges from the actions of future teachers who will teach mathematics, from the Special Education, Mathematics and Pedagogy courses, from the development of a training space on quantities and measures. Therefore, the Historical-Cultural Theory (THC), the Activity Theory (TA) and the Teaching Guiding Activity (AOE) were the guiding principle, a theoretical contribution that leads to the understanding of the human as a historical being that develops through social interactions. Understanding that the future teacher becomes a teacher because of the relationships he establishes, it was sought to promote a formative space, organized based on an activity-oriented project entitled “Measures in Elementary Education: what is taught at school?”, with a workload of 80 hours, distributed in 14 face-to-face, supervised and unsupervised remote meetings, thus arranged due to the pandemic caused by the Covid-19. 11 students from the Special Education, Mathematics and Pedagogy courses participated in this space. In view of the executing dimension of this research, the data from the records - writings, recordings (audios and videos) - were analyzed, establishing three units that aim to apprehend the phenomenon in its entirety: 1) Initial approaches; 2) Knowledge to teach Mathematics; 3) The formative space as a promoter of quality change. The results showed that, regarding the first unit - recognizing the approximations of future teachers with the teaching and learning process of Mathematics in the initial and final years of Elementary School - the understandings about teaching and the needs arising from initial formation mobilize the future teacher to seek other spaces that bring him closer to the knowledge of Basic Education. As for the second unit - identifying knowledge listed by future teachers as essential for the teaching of mathematics, more specifically on quantities and measures - the understanding was evidenced that, in order to develop an efficient planning, both specific knowledge of the area and those related to teaching are necessary. As for the third unit - understanding sharing within the formative space as a promoter of better teaching quality - the interactions between the three Degree courses - Special Education, Mathematics and Pedagogy - were seen as a possibility for collective syntheses to be promoted, which it can lead to new attributions of meaning about teaching. Therefore, it was concluded that the formative space can promote the appropriation of theoretical knowledge that lead the future teacher to attribute new meanings to his education, teaching and the teaching mathematics, triggering new qualities for his actions. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-10-08 |
dc.date.accessioned.fl_str_mv |
2021-12-28T18:04:19Z |
dc.date.available.fl_str_mv |
2021-12-28T18:04:19Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/23432 |
url |
http://repositorio.ufsm.br/handle/1/23432 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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700800000006 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
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_version_ |
1794524324974034944 |