Professores dos anos iniciais do ensino fundamental e suas imagens sobre a matemática
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Data
2023-08-09
Autores
Zamonel, Beatriz de Barros
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esse trabalho é fruto de uma pesquisa cujo o objetivo geral foi o de elaborar uma compreensão acerca da imagem pública da matemática (IPM) de professores dos Anos Iniciais do Ensino Fundamental. Já como objetivos específicos, pretendeu-se investigar a IPM dos professores participantes de um curso de extensão universitária e sua (des)construção a partir da exploração de conteúdos matemáticos associados a elementos artísticos. Caracterizado como difusão do conhecimento, o curso foi oferecido por um docente da Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP) – câmpus de São José do Rio Preto e contou com 40 (quarenta) horas de duração, divididas em cinco módulos com carga horária de 8 (oito) horas cada um. O curso aconteceu de forma remota, tanto com a realização de atividades síncronas quanto de atividades assíncronas. Ao longo dos módulos foram abordadas questões relacionadas a IPM, a produção de vídeos e ao uso de elementos estéticos em aulas de matemática. Os dados foram produzidos a partir da gravação das aulas online síncronas, dos comentários e relatos feitos pelos participantes nas aulas e em fórum online assíncrono. Outra fonte de dados foram formulários respondidos pelos docentes em dois momentos do curso, no início e em seu encerramento, e os produtos gerados pelos participantes: desenhos e vídeos. Tais materiais foram analisados sob a abordagem qualitativa, considerando-se a noção de estudo de caso. No total, dez professores concluíram o curso. Desse grupo, eram graduandos enquanto outros já atuam como docentes há mais de dez anos. A partir dos dados obtidos, nota-se que, no contexto dessa amostra, as representações acerca da matemática fornecida pelos participantes são permeadas por mitos e estereótipos e o uso de artes nas aulas de matemática é pouco recorrente, contribuindo para a perpetuação de uma IPM negativa. Os desenhos elaborados remetem a uma visão simbólica/aritmética e mesmo aqueles participantes que, por meio do desenho, não expressaram uma IPM negativa, consideram que as pessoas no geral veem percebem atribuem características ruins à matemática. Quanto aos vídeos “curtos”, os professores abordaram a temática “infinito” em vídeos de até um minuto, remetendo a movimentos, a metáfora e, em maioria, em explicações sobre o tema. Já nos vídeos de até cinco minutos, a transformação da IPM foi explorada e os participantes apresentaram imagens, segundo eles, alternativas às convencionais. Após a realização do curso, o grupo afirmou que o mesmo ofereceu contribuições para suas atuações como docentes.
This work is the result of research whose general objective was to develop an understanding of the public image of mathematics (IPM) of teachers in the Early Years of Elementary School. As specific objectives, it was intended to investigate the MPI of teachers participating in a university extension course and its (de)construction from the exploration of mathematical content associated with artistic elements. Characterized as the dissemination of knowledge, the course was offered by a professor at the São Paulo State University “Júlio de Mesquita Filho” (UNESP) – São José do Rio Preto câmpus and lasted 40 (forty) hours, divided into five modules with workload of 8 (eight) hours each. The course took place remotely, both with synchronous and asynchronous activities. Throughout the modules, issues related to IPM, video production and the use of aesthetic elements in mathematics classes were addressed. Data were produced from the recording of synchronous online classes, comments and reports made by participants in classes and in an asynchronous online forum. Another source of data were forms answered by the professors in two moments of the course, at the beginning and at the end of the course, and the products generated by the participants: drawings and videos. Such materials were analyzed under a qualitative approach, considering the notion of case study. In total, ten teachers completed the course. Of this group, they were undergraduates while others have been working as teachers for over ten years. From the data obtained, it is noted that, in the context of this sample, the representations about mathematics provided by the participants are permeated by myths and stereotypes and the use of arts in mathematics classes is not very frequent, contributing to the perpetuation of an IPM negative. The drawn drawings refer to a symbolic/arithmetic view and even those participants who, through the drawing, did not express a negative IPM, consider that people in general see and perceive attribute bad characteristics to mathematics. As for the “short” videos, the teachers addressed the theme “infinity” in videos of up to one minute, referring to movements, the metaphor and, in most cases, explanations on the subject. In the videos of up to five minutes, the transformation of the IPM was explored and the participants presented images, according to them, alternatives to the conventional ones. After taking the course, the group stated that it offered contributions to their work as teachers.
This work is the result of research whose general objective was to develop an understanding of the public image of mathematics (IPM) of teachers in the Early Years of Elementary School. As specific objectives, it was intended to investigate the MPI of teachers participating in a university extension course and its (de)construction from the exploration of mathematical content associated with artistic elements. Characterized as the dissemination of knowledge, the course was offered by a professor at the São Paulo State University “Júlio de Mesquita Filho” (UNESP) – São José do Rio Preto câmpus and lasted 40 (forty) hours, divided into five modules with workload of 8 (eight) hours each. The course took place remotely, both with synchronous and asynchronous activities. Throughout the modules, issues related to IPM, video production and the use of aesthetic elements in mathematics classes were addressed. Data were produced from the recording of synchronous online classes, comments and reports made by participants in classes and in an asynchronous online forum. Another source of data were forms answered by the professors in two moments of the course, at the beginning and at the end of the course, and the products generated by the participants: drawings and videos. Such materials were analyzed under a qualitative approach, considering the notion of case study. In total, ten teachers completed the course. Of this group, they were undergraduates while others have been working as teachers for over ten years. From the data obtained, it is noted that, in the context of this sample, the representations about mathematics provided by the participants are permeated by myths and stereotypes and the use of arts in mathematics classes is not very frequent, contributing to the perpetuation of an IPM negative. The drawn drawings refer to a symbolic/arithmetic view and even those participants who, through the drawing, did not express a negative IPM, consider that people in general see and perceive attribute bad characteristics to mathematics. As for the “short” videos, the teachers addressed the theme “infinity” in videos of up to one minute, referring to movements, the metaphor and, in most cases, explanations on the subject. In the videos of up to five minutes, the transformation of the IPM was explored and the participants presented images, according to them, alternatives to the conventional ones. After taking the course, the group stated that it offered contributions to their work as teachers.
Descrição
Palavras-chave
Imagem Pública da Matemática, Produção de Vídeos, Estética, Public image of mathematics, Early years teachers, Aesthetics