Percursos formativos de professores de Matemática em Rondônia: de leigos a licenciados
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Data
2019-02-22
Autores
Evangelista, Cristiane Johann [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho propõe ampliar a compreensão sobre a história da formação de professores pelo PROHACAP (Programa de Habilitação e Capacitação de Professores Leigos) que atuaram no ensino de matemática em Rondônia. O objetivo da pesquisa é elaborar uma interpretação histórica de percursos formativos de professores de Matemática em Rondônia que atuavam como leigos. Abordamos o período de 1960 a 2007 para compreendermos os percursos formativos destes profissionais. Para estudarmos a formação vivenciada pelo professor leigo no percurso de sua prática docente nos valemos de situações do contexto educacional rondoniense anterior à formação acadêmica. Recorremos à História Cultural e à História do Tempo Presente e utilizamos fontes diversificadas como: fontes orais, imagéticas, legislação, documentos oficiais, jornais, materiais do curso de Matemática. Mobilizamos o conceito de táticas (cf. CERTEAU) dos professores para interpretar os percalços e percursos de sua formação humana, política, cultural, docente. A partir da triangulação dos dados, do Paradigma Indiciário e da Crítica da fonte levantamos possibilidades de interpretação para os percursos formativos dos professores, sem tentar obter um discurso absoluto, mas ampliar nosso olhar sobre o presente. Evidenciamos que a formação emergencial de professores fez-se presente em toda a Região Norte, sendo a carência, a urgência e a transitoriedade marcas da formação desses professores de Matemática em Rondônia. Em nossa interpretação histórica se entrelaçam documentos produzidos a partir do depoimento de 20 professores, fotos, filme, literatura, jornais. Os percursos formativos dos professores nos fazem refletir sobre situações particulares de suas vidas, o contexto educacional do Estado, a criação de escolas, a contratação de professores, as influências políticas, a interiorização da UNIR, a oferta, a operacionalização e a repercussão da Licenciatura em Matemática do PROHACAP para os professores e para o Estado.
This research proposes to broaden the understanding of the history of teacher education through PROHACAP (Program for the Qualification and Training of Lay Teachers) who worked in mathematics teaching in Rondônia. The objective of the studies is to elaborate a historical interpretation of the formative courses of mathematics teachers in Rondônia who acted as laymen. We approach the period from 1999 to 2007 to understand the training paths of these professionals. In order to study the formation undergone by the lay teachers in the course of their teaching practice, we use situations of the rondonian educational context previous to the academic formation. We use Cultural History, History of Present Time and use diverse sources such as: oral sources, images, legislation, official documents, newspapers, materials of the Mathematics course. We mobilize the teachers' concept of tactics (see CERTEAU) to interpret the mishaps and pathways of their formation human, political, cultural, educational. From the triangulation of the data, the Indicial Paradigm and the Critique of the source we raise possibilities of interpretation for the formative paths of teachers, without trying to obtain an absolute discourse, but to widen our look at the present. We show that the emergence of teachers' training was present throughout the North Region, with the lack, urgency and transitoriness of the training of teachers of Mathematics in Rondônia. In our interpretation history are interwoven documents produced from the testimony of 20 teachers, photos, film, literature, newspapers. The formative paths of teachers make us reflect on particular situations in their lives, the educational context of the State, the creation of schools, the hiring of teachers, political influences, internalization of the UNIR, the offer, operationalization and repercussion of the Licentiate in Mathematics of PROHACAP for teachers and for the State.
This research proposes to broaden the understanding of the history of teacher education through PROHACAP (Program for the Qualification and Training of Lay Teachers) who worked in mathematics teaching in Rondônia. The objective of the studies is to elaborate a historical interpretation of the formative courses of mathematics teachers in Rondônia who acted as laymen. We approach the period from 1999 to 2007 to understand the training paths of these professionals. In order to study the formation undergone by the lay teachers in the course of their teaching practice, we use situations of the rondonian educational context previous to the academic formation. We use Cultural History, History of Present Time and use diverse sources such as: oral sources, images, legislation, official documents, newspapers, materials of the Mathematics course. We mobilize the teachers' concept of tactics (see CERTEAU) to interpret the mishaps and pathways of their formation human, political, cultural, educational. From the triangulation of the data, the Indicial Paradigm and the Critique of the source we raise possibilities of interpretation for the formative paths of teachers, without trying to obtain an absolute discourse, but to widen our look at the present. We show that the emergence of teachers' training was present throughout the North Region, with the lack, urgency and transitoriness of the training of teachers of Mathematics in Rondônia. In our interpretation history are interwoven documents produced from the testimony of 20 teachers, photos, film, literature, newspapers. The formative paths of teachers make us reflect on particular situations in their lives, the educational context of the State, the creation of schools, the hiring of teachers, political influences, internalization of the UNIR, the offer, operationalization and repercussion of the Licentiate in Mathematics of PROHACAP for teachers and for the State.
Descrição
Palavras-chave
História da Educação Matemática, Formação de professores leigos, PROHACAP, Curso parcelado, Narrativas, History of Mathematics Education, Layman teacher’s formation, Parceled course, Narratives