Os saberes docentes do professor universitário do curso introdutório de estatística expressos no discurso dos formadores
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Data
2008-08-25
Autores
Malara, Maria Bernadete da Silva [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho teve como objetivo observar, compreender e caracterizar os saberes/conhecimentos que os professores formadores acreditam ser necessários para a prática pedagógica dos professores que ministram um Curso Introdutório de Estatística, visando a uma aprendizagem da disciplina direcionada para o desenvolvimento do pensamento estatístico. A investigação, que se insere no contexto de uma pesquisa qualitativa, baseou-se em dados coletados por meio de entrevistas semi-estruturadas, de contato via correio eletrônico e de consulta ao material produzido pelos entrevistados. Os critérios usados para selecionar os quatro formadores, levaram em conta as seguintes condições: graduação em Matemática ou Estatística, ser um formador de professor de Estatística para o ensino superior, ministrar ou ter ministrado um Curso Introdutório de Estatística e ter comprovado envolvimento na pesquisa científica. Analisando o discurso dos professores entrevistados, encontramos evidências de diferentes tipos de saberes: derivados da experiência como aluno; derivados das concepções sobre a função do professor universitário; das concepções sobre aprendizagem, sobre como ensinar que definem paradigmas, relacionados com o conhecimento do conteúdo específico, relacionados à mobilização para o conhecimento, referentes à postura pessoal do professor–educador, relativos aos fatores que interferem na prática docente e saberes relativos às dificuldades do aluno.
This work had as aim to observe, to understand and to characterize the knowledge that the teachers’ educators believe to be necessary to the teachers' pedagogic practice in an Introductory Course of Statistics, aiming at the learning of its contents, in the perspective of the development of the statistical thought. The investigation, that may be included in the context of a qualitative research, was based in data collected by means of semi-structured interviews, by contacts using electronic mail and by the exam of the material produced by the interviewers. The criteria used to select the four educators took into account the initial formation in Mathematics or Statistics, to be a teacher educator of Statistics for the higher education, to teach or to have taught in an Introductory Course in Statistics and to have proved involvement in scientific research. An analysis of the interviewed teachers' speech showed evidences of different kinds of knowledge: about their experience as students; derived from the conceptions about the academic teacher's function; derived from the teachers’ conceptions on learning, on how to teach that it define paradigms, related to the knowledge of the specific content, related to the mobilization for knowledge, regarding the teacher-educator's personal position; related to the factors that interfere in the teaching practice and related to the student's difficulties.
This work had as aim to observe, to understand and to characterize the knowledge that the teachers’ educators believe to be necessary to the teachers' pedagogic practice in an Introductory Course of Statistics, aiming at the learning of its contents, in the perspective of the development of the statistical thought. The investigation, that may be included in the context of a qualitative research, was based in data collected by means of semi-structured interviews, by contacts using electronic mail and by the exam of the material produced by the interviewers. The criteria used to select the four educators took into account the initial formation in Mathematics or Statistics, to be a teacher educator of Statistics for the higher education, to teach or to have taught in an Introductory Course in Statistics and to have proved involvement in scientific research. An analysis of the interviewed teachers' speech showed evidences of different kinds of knowledge: about their experience as students; derived from the conceptions about the academic teacher's function; derived from the teachers’ conceptions on learning, on how to teach that it define paradigms, related to the knowledge of the specific content, related to the mobilization for knowledge, regarding the teacher-educator's personal position; related to the factors that interfere in the teaching practice and related to the student's difficulties.
Descrição
Palavras-chave
Professores - Formação, Teachers’ formation
Como citar
MALARA, Maria Bernadete da Silva. Os saberes docentes do professor universitário do curso introdutório de estatística expressos no discurso dos formadores. 2008. 309 f. Tese (doutorado) - Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, 2008.