A Concepção de prática na visão de licenciandos de matemática
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Data
2005-04-15
Autores
Pereira, Patrícia Sândalo [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O objeto desta pesquisa é a formação incial de professores de matemática. Trata-se de um estudo de caso em que buscamos a concepção de prática na visão dos alunos do Curso de Licenciatura em Matemática da UNESP, Campus de Rio Claro. Esta pesquisa tem como objetivos: identificar se há tais práticas; buscar as contribuições dessas possíveis práticas e verificar se as práticas encontradas estão permitindo uma aproximação da realidade escolar, na qual o aluno atuará. O referencíal teórico foi baseado na relação teoria-prática do ponto de vista do pensamento filosófico e do ponto de vista da formação do educador. Utilizamos questionários, entrevistas semi-estruturadas e a análise de documentos (autobiografias), sempre visando responder a nossa pergunta central e alcançar os objetivos propostos. Observamos que na concepção dos alunos a prática é vista de acordo com as seguintes categorias teóricas: como instrumentalização técnica, como imitação de modelos, como experiência e como reflexão sobre a realidade. Esperamos que este trabalho possa contribuir com os cursos de Licenciatura em Matemática levando os futuros professores a transformação da realidade através de sua práxis.
The object of this research is the initial education of mathematics teachers. It involves a case study in which we sought the views of undergraduate students in the mathematics teacher education program at UNESP, Rio Claro campus, regarding their conception of practice. The objectives of the study are: to identify if there are such practices; to look for the contributions of these possible practices and verify if the practices found are allowing an approximation to the reality of the schools in which the student will be actíng. The theoretical reference was based on the theory-practice relation from the perspective of philosophical thought and the point of view of teacher education. We used questionnaires, semi-structured interviews, and document analysis (autobiographies), always with a view towards responding to the central question and achieving the objectives. We observed that, in the students' conception, practice is viewed according to the following theoretical categories: as technical instrumentation, as imitation of models, as experiente and as reflection on reality. lt is our hope that this study will contribute lo mathematics teacher education programs, guiding future teachers toward the transformation of reality through their praxis.
The object of this research is the initial education of mathematics teachers. It involves a case study in which we sought the views of undergraduate students in the mathematics teacher education program at UNESP, Rio Claro campus, regarding their conception of practice. The objectives of the study are: to identify if there are such practices; to look for the contributions of these possible practices and verify if the practices found are allowing an approximation to the reality of the schools in which the student will be actíng. The theoretical reference was based on the theory-practice relation from the perspective of philosophical thought and the point of view of teacher education. We used questionnaires, semi-structured interviews, and document analysis (autobiographies), always with a view towards responding to the central question and achieving the objectives. We observed that, in the students' conception, practice is viewed according to the following theoretical categories: as technical instrumentation, as imitation of models, as experiente and as reflection on reality. lt is our hope that this study will contribute lo mathematics teacher education programs, guiding future teachers toward the transformation of reality through their praxis.
Descrição
Palavras-chave
Professores - Formação, Práxis, Educação matemática, Formação incial de professores
Como citar
PEREIRA, Patrícia Sândalo. A Concepção de prática na visão de licenciandos de matemática. 2005. 202 f. Tese (doutorado) - Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, 2005.