Uma análise do Sistema Complexo: identidade, autonomia e motivação no contexto da formação inicial docente de matemática.
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Data
2021-01-28
Autores
Góis, Anália Maria Dias de
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa apresenta uma análise das relações de Identidade, Autonomia e Motivação do Sistema Complexo no contexto da formação inicial docente de Matemática, realizada em uma instituição de Ensino Superior pública, tendo como referência as narrativas de quinze acadêmicos do último ano do referido curso. Trata-se de uma pesquisa qualitativa e relaciona-se às experiências, aos sentimentos e às emoções dos participantes. O referencial teórico traz uma abordagem sobre Sistema Complexo com discussões sobre conceitos de Identidade, Autonomia e Motivação; como também referenciais para compreensão e reflexão da formação docente; e a Teoria Fundamentada usada para interpretação e análise dos dados. As técnicas para a coleta de dados foram as narrativas construídas a partir de roteiro de perguntas abertas. Dos dados emergiram três categorias: Experiência Profissional, Licenciatura de Matemática e Opção e Perspectivas. Em cada uma das categorias foram desenvolvidas propriedades e dimensões. Das conexões entre as três categorias emergiu a Categoria Central denominada: Os Programas Institucionais, as Componentes Curriculares, o Professor e o Aluno são potencialidades no Sistema Complexo, com evidências de que as relações: Identidade, Autonomia e Motivação deste Sistema foram dinamizados ao longo do curso pelos elementos que compõem a categoria Central; tornando-se complexo a cada mudança e/ou com fatores que interferiram neste período.
This research presents an analysis of the relationships of Identity, Autonomy and Motivation of the Complex System in the context of the initial mathematics teacher education, carried out in a public Higher Education institution, having as reference the narratives of fifteen academics from the last year of the referred course. It is a qualitative research and is related to the participants' experiences, feelings and emotions. The theoretical framework brings an approach to the Complex System with discussions on concepts of Identity, Autonomy and Motivation; as references for understanding and reflecting on teacher education; and Grounded Theory, a theory used for data interpretation and analysis. The techniques for data collection were narratives built from an open-ended question script. Three categories emerged from the data: Professional Experience, Mathematics Degree and Option and Perspectives. In each of the categories, properties and dimensions were developed. From the connections between the three categories emerged the Core Category called: Institutional Programs the Curricular Components, the Teacher and the Student are potentialities in the Complex System, with evidence that the relationships: Identity, Autonomy and Motivation of this System were dynamized throughout the course by the elements that make up the Core category; becoming complex with each change and / or with factors that interfered in this period.
This research presents an analysis of the relationships of Identity, Autonomy and Motivation of the Complex System in the context of the initial mathematics teacher education, carried out in a public Higher Education institution, having as reference the narratives of fifteen academics from the last year of the referred course. It is a qualitative research and is related to the participants' experiences, feelings and emotions. The theoretical framework brings an approach to the Complex System with discussions on concepts of Identity, Autonomy and Motivation; as references for understanding and reflecting on teacher education; and Grounded Theory, a theory used for data interpretation and analysis. The techniques for data collection were narratives built from an open-ended question script. Three categories emerged from the data: Professional Experience, Mathematics Degree and Option and Perspectives. In each of the categories, properties and dimensions were developed. From the connections between the three categories emerged the Core Category called: Institutional Programs the Curricular Components, the Teacher and the Student are potentialities in the Complex System, with evidence that the relationships: Identity, Autonomy and Motivation of this System were dynamized throughout the course by the elements that make up the Core category; becoming complex with each change and / or with factors that interfered in this period.
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Sistema complexo, Formação inicial docente, Curso de Licenciatura em Matemática, Teoria fundamentada em dados, Complex system, Initial teacher training, Degree in Mathematics, Grounded theory