Um estudo sobre a presença e a influência das crenças de professores de Matemática ao utilizar o livro didático
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Data
2022-01-27
Autores
Gonçalves, Franciéllem Roberta
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente dissertação tem como objetivo compreender a presença e a influência das crenças de professores de Matemática ao utilizar o livro didático dos Anos Finais do Ensino Fundamental. Como quadro teórico, baseia-se nas ideias de Thompson sobre sistema de crenças e nas ideias de Brown ao discutir a relação professor-material curricular e os diferentes tipos de uso que se pode fazer do livro didático. Para alcançar o objetivo, optou-se por entrevistas semiestruturadas, com o intuito de identificar quais crenças são mobilizadas por esses professores ao utilizarem os livros didáticos. No que tange aos participantes desta pesquisa, foram entrevistados nove professores da rede estadual de ensino de Itajubá/MG, atuantes nos Anos Finais do Ensino Fundamental. Além disso, optou-se por realizar a observação das aulas em que eram utilizados os livros didáticos em sala de aula, sendo observadas dez aulas de cinco dos docentes participantes. Com os dados produzidos, eles foram organizados e agrupados em dois temas, os quais se tornaram os eixos de análise, sendo eles: (i) planejamento, no qual discute-se alguns aspectos externos que influenciam essa prática docente, sendo diretamente relacionada ao uso do livro didático; e (ii) a experiência profissional, no qual destaca-se as contribuições de vivências passadas ao refletir nas suas próximas práticas, assim como a formação permanente pode impactar o uso do livro pelos professores. Como resultado, é possível apontar que fatores externos à sala de aula influenciam o planejamento docente e a forma como o professor utiliza o livro didático, explicitando que o contexto social pode colaborar para a ocorrência de incoerências entre as crenças e a prática docente. Além disso, destaca-se que o livro proporciona uma zona de conforto aos professores, especialmente para aqueles que não possuem vínculo a ações de formação permanente, apresentando um sistema de crenças baseado em experiências anteriores e na formação inicial (escolar e acadêmica).
This dissertation aims to understand the presence and influence of Mathematics teachers' beliefs when using the textbook of the Final Years of Elementary School. As a theoretical framework, it is based on Thompson's ideas on belief systems and on Brown's ideas when discussing the teacher-curricular material relationship and the different types of use that can be made of the textbook. To achieve the objective, semi-structured interviews were chosen, in order to identify which beliefs are mobilized by these teachers when using textbooks. Regarding the participants of this research, nine teachers from the state education network of Itajubá/MG, working in the Final Years of Elementary School, were interviewed. In addition, it was decided to observe the classes in which textbooks were used in the classroom, with ten classes of five of the participating teachers being observed. With the data produced, they were organized and grouped into two themes, which became the axes of analysis, namely: (i) planning, in which some external aspects that influence this teaching practice are discussed, being directly related to the use of the textbook; and (ii) professional experience, in which the contributions of past experiences are highlighted when reflecting on their next practices, as well as ongoing training can impact the use of the book by teachers. As a result, it is possible to point out that factors external to the classroom influence teaching planning and the way in which the teacher uses the textbook, explaining that the social context can contribute to the occurrence of inconsistencies between beliefs and teaching practice. In addition, it is noteworthy that the book provides a comfort zone for teachers, especially for those who are not linked to ongoing training actions, presenting a belief system based on previous experiences and initial training (school and academic).
This dissertation aims to understand the presence and influence of Mathematics teachers' beliefs when using the textbook of the Final Years of Elementary School. As a theoretical framework, it is based on Thompson's ideas on belief systems and on Brown's ideas when discussing the teacher-curricular material relationship and the different types of use that can be made of the textbook. To achieve the objective, semi-structured interviews were chosen, in order to identify which beliefs are mobilized by these teachers when using textbooks. Regarding the participants of this research, nine teachers from the state education network of Itajubá/MG, working in the Final Years of Elementary School, were interviewed. In addition, it was decided to observe the classes in which textbooks were used in the classroom, with ten classes of five of the participating teachers being observed. With the data produced, they were organized and grouped into two themes, which became the axes of analysis, namely: (i) planning, in which some external aspects that influence this teaching practice are discussed, being directly related to the use of the textbook; and (ii) professional experience, in which the contributions of past experiences are highlighted when reflecting on their next practices, as well as ongoing training can impact the use of the book by teachers. As a result, it is possible to point out that factors external to the classroom influence teaching planning and the way in which the teacher uses the textbook, explaining that the social context can contribute to the occurrence of inconsistencies between beliefs and teaching practice. In addition, it is noteworthy that the book provides a comfort zone for teachers, especially for those who are not linked to ongoing training actions, presenting a belief system based on previous experiences and initial training (school and academic).
Descrição
Palavras-chave
Tarefas, Relação professor - Material curricular, Capacidade de design pedagógico, Sistema de crenças, Tasks, Belief systems, Pedagogical design capacity, Teacher-curricular material relationship