Um olhar sobre a formação de professores de Matemática a distância: o caso do CEDERJ/UAB
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Data
2011-12-19
Autores
Viel, Silvia Regina [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Neste trabalho busquei compreender a licenciatura em Matemática a distância oferecida pelo CEDERJ (Centro de Educação Superior a Distância do Estado do Rio de Janeiro), consórcio formado por seis universidades públicas do Estado do Rio de Janeiro. Com base no ponto de vista dos alunos formados, da equipe que promove o curso e das observações de campo, investiguei como estava sendo formado o professor de Matemática pela licenciatura a distância do Consórcio CEDERJ/UAB, com foco voltado para a organização institucional e o contexto da formação deste profissional. Esta pesquisa tem uma abordagem qualitativa, na modalidade estudo de caso, e traz reflexões sobre temas como formação de professores, uso das Tecnologias de Informação e Comunicação (TIC) e também sobre a modalidade de Educação a Distância (EAD). Da análise dos dados - baseada na interpretação de entrevistas, de documentos e nas observações feitas em visitas ao CEDERJ/UFF e a polos - surgiram como temas de discussão: as características dos alunos que se formam neste curso, a existência de aulas presenciais, o estudo em grupo, as tutorias, os estágios supervisionados, o pioneirismo, preconceitos e descrença no curso, o uso de tecnologias e, a qualidade do curso e dos profissionais formados. Nas considerações finais ressalto que a formação dada pelo curso analisado é uma possibilidade para quem vive fora da capital, no entanto tal formação apresenta pontos frágeis que devem ser revistos para a melhoria da qualidade da formação do futuro professor de Matemática. Apesar de já haver vários cursos a distância formando diversos profissionais nesta modalidade há poucas pesquisas sobre os mesmos. Este trabalho contribui com discussões para a formação de professores de Matemática sobre um curso que adota modelo pioneiro no país para educação a distância
In this study, I tried to comprehend an undergraduate distance education course in mathematics teaching offered by CEDERJ, a consortium composed of six public universities in the state of Rio de Janeiro. I took field notes and interviewed graduates and staff of this course, in order to understand how mathematics teachers were being educated, focusing on the institutional organization of the course and on the context in which the distance course took place. It is a qualitative case study that deals with issues related to teacher pre-service education, use of ICT (Information and communication technologies) and distance education. From the data analysis - based on the interpretation of interviews and documents and on the observations made during visits to different CEDERJ/UFF ―poles‖ and its headquarters - the following themes emerged: the profile of students who graduated from the course, the existence of face-to-face teaching, study groups, the tutors, the supervised training in schools, the pioneer aspect of this course, prejudice and distrust of this type of course, the use of technologies and, finally, the quality of the course and of its graduates. In the final considerations, I emphasized that a course such as this is an alternative for those who do not live in the capital of the state. However, the education received by the future teachers presents fragile points that should be revised. In spite of the great number of distance teacher education courses, there is little research on the theme. This dissertation contributes with discussions regarding mathematics teacher education, as it discusses a course that adopts a pioneer model in Brazil for distance teacher education
In this study, I tried to comprehend an undergraduate distance education course in mathematics teaching offered by CEDERJ, a consortium composed of six public universities in the state of Rio de Janeiro. I took field notes and interviewed graduates and staff of this course, in order to understand how mathematics teachers were being educated, focusing on the institutional organization of the course and on the context in which the distance course took place. It is a qualitative case study that deals with issues related to teacher pre-service education, use of ICT (Information and communication technologies) and distance education. From the data analysis - based on the interpretation of interviews and documents and on the observations made during visits to different CEDERJ/UFF ―poles‖ and its headquarters - the following themes emerged: the profile of students who graduated from the course, the existence of face-to-face teaching, study groups, the tutors, the supervised training in schools, the pioneer aspect of this course, prejudice and distrust of this type of course, the use of technologies and, finally, the quality of the course and of its graduates. In the final considerations, I emphasized that a course such as this is an alternative for those who do not live in the capital of the state. However, the education received by the future teachers presents fragile points that should be revised. In spite of the great number of distance teacher education courses, there is little research on the theme. This dissertation contributes with discussions regarding mathematics teacher education, as it discusses a course that adopts a pioneer model in Brazil for distance teacher education
Descrição
Palavras-chave
Consórcio Cederj, Professores - Formação, Professores de matematica, Matemática - Estudo e ensino, Ensino a distância - Brasil, Mathematics - Study and teaching, Mathematics teachers
Como citar
VIEL, Silvia Regina. Um olhar sobre a formação de professores de Matemática a distância: o caso do CEDERJ/UAB. 2011. 218 f. Tese - (doutorado) - Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, 2011.