Apropriação do conhecimento pedagógico-tecnológico em matemática e a formação continuada de professores
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Data
2010-04-08
Autores
Richit, Adriana [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Essa tese constitui-se na materialização de uma investigação que envolve aspectos políticos, metodológicos, pedagógicos, sociais e motivacionais, realizada no âmbito da formação continuada de professores que ensinam matemática na educação básica. A pesquisa desenvolvida tomou por objeto de estudo a formação continuada de professores na perspectiva do desenvolvimento profissional docente. Para tanto, engajou docentes da educação básica e foi guiada pela interrogação “Quais reflexões e compreensões sobre o processo de apropriação de conhecimentos pedagógico-tecnológicos em matemática são mobilizadas por uma prática formativa semipresencial realizada com professores da rede pública de ensino? Visando respostas para a pergunta formulada, a investigação foi desenvolvida segundo os pressupostos da pesquisa qualitativa, mediante o objetivo de analisar a apropriação de conhecimentos pedagógico-tecnológicos em matemática de professores de matemática da educação básica, considerando os processos que perpassam essa apropriação, o modo como o movimento das políticas públicas impacta no desenvolvimento profissional docente e os ecos da experiência vivida na cultura e prática cotidiana desses professores. Assim, procurei olhar o objeto de estudo sob diferentes perspectivas, de modo que a investigação perpassou diversos momentos e situações: principiou com observações da prática pedagógica dos sujeitos e a realização de entrevistas iniciais, prosseguiu no contexto de uma prática formativa semipresencial na modalidade de Curso de Extensão, transitou para o cenário em que os professores promoveram dinâmicas de aprendizagem com seus alunos usando tecnologias e findou com a realização de uma entrevista, quase dois anos após a realização do Curso. Como resultados a pesquisa mostra que a compreensão do processo de apropriação de conhecimentos...
This thesis constitutes the materialization of an investigation involving political, methodological, pedagogical, social, and motivational aspects, held under the practising teacher education of mathematics teachers of elementary education. The research was developed based on the teacher professional development perspective. To this aim, it engaged teachers of elementary education and it was guided by the question Which are the reflections and insights about the process of appropriation of mathematical pedagogical-technological knowledge mobilized by face-to-face and distance educational practice held with teachers in public schools? Seeking answers to the question posed, the research was developed under the assumptions of qualitative research, through the analysis of the appropriation of mathematical pedagogical-technological knowledge of mathematics teachers of elementary education, considering the processes that underlie the appropriation. It also analyzed how the movement of public policy impacts the professional development of teachers and the echoes of past experience in the culture and everyday practice of these teachers. I tried to look at the object of study from different perspectives, so the research was conducted through several moments and situations. It began with observations of subjects’ teaching practice and the conduction of initial interviews. It continued in the context of a face-to-face and distance practice taught through an Extension course. It moved into a scenario in which teachers promoted learning sessions with their students using technology. Also, a new set of interviews was developed almost two years after the end of the course. As results, the research shows that, in a dialectical point of view, the understanding of the process of elementary teachers’ appropriation of mathematical pedagogical-technological knowledge covers different aspects such as ... (Complete abstract click electronic access below)
This thesis constitutes the materialization of an investigation involving political, methodological, pedagogical, social, and motivational aspects, held under the practising teacher education of mathematics teachers of elementary education. The research was developed based on the teacher professional development perspective. To this aim, it engaged teachers of elementary education and it was guided by the question Which are the reflections and insights about the process of appropriation of mathematical pedagogical-technological knowledge mobilized by face-to-face and distance educational practice held with teachers in public schools? Seeking answers to the question posed, the research was developed under the assumptions of qualitative research, through the analysis of the appropriation of mathematical pedagogical-technological knowledge of mathematics teachers of elementary education, considering the processes that underlie the appropriation. It also analyzed how the movement of public policy impacts the professional development of teachers and the echoes of past experience in the culture and everyday practice of these teachers. I tried to look at the object of study from different perspectives, so the research was conducted through several moments and situations. It began with observations of subjects’ teaching practice and the conduction of initial interviews. It continued in the context of a face-to-face and distance practice taught through an Extension course. It moved into a scenario in which teachers promoted learning sessions with their students using technology. Also, a new set of interviews was developed almost two years after the end of the course. As results, the research shows that, in a dialectical point of view, the understanding of the process of elementary teachers’ appropriation of mathematical pedagogical-technological knowledge covers different aspects such as ... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Professores - Formação, Politicas publicas, Ensino a distância, Tecnologias digitais, Educação matemática, Practising teacher education, Educational public policies, Distance Education, Mathematics education
Como citar
RICHIT, Adriana. Apropriação do conhecimento pedagógico-tecnológico em matemática e a formação continuada de professores. 2010. 278 f. Tese (doutorado) - Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, 2010.