Manifestação da prática do professor que ensina Matemática: aproximações com uma comunidade de prática
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Data
2017-11-08
Autores
Gouveia, Carolina Augusta Assumpção [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Na presente pesquisa, buscamos investigar e evidenciar os modos de manifestação da prática docente nas interações realizadas por professores de Matemática sob a perspectiva de alguns conceitos de Comunidade de Prática. Para atingir tal objetivo, a pergunta norteadora que conduziu esta investigação foi elaborada do seguinte modo: Quais são os modos de manifestação da prática docente que emergem das interações realizadas por professores de Matemática sob a perspectiva de alguns conceitos de Comunidade de Prática? Assim, desenvolvemos uma pesquisa de fundamentação metodológica qualitativa (BOGDAN; BIKLEN, 1994), de natureza interpretativa (PUTNAM, 1983), com análise dos dados baseada nos pressupostos da Análise de Contéudo (BARDIN, 2011). Focamos a constituição do corpus da pesquisa em um Curso de Extensão, que forneceu dois momentos de coleta de dados: aplicação de Questionário e desenvolvimento do Curso de Extensão para professores de Matemática, por meio de momentos de interação e desenvolvimento das atividades pelos participantes. Apresentamos, como resultado da investigação, três temáticas ou Categorias de Análise, que consideraram os modos de manifestação dos participantes nos diferentes momentos de desenvolvimento do Curso. São elas: Responsabilização e pertencimento no processo de desenvolvimento ou implementação das Políticas Públicas em Educação; Formação inicial e/ou contínua na constituição da profissionalidade e profissionalização docente; e Apropriação de recursos metodológicos/didáticos na constituição da profissionalidade e profissionalização docente. Estas categorias foram analisadas a partir da literatura sobre Políticas Públicas em Educação, Formação de Professores e Comunidades de Prática. Ao final deste trabalho, foi possível tecer considerações acerca dos modos de manifestação da prática docente, que foram evidenciados, pelos participantes, em relatos explícitos sobre a prática docente realizada no contexto escolar, ou implícitos, dados pelos aspectos das Políticas Públicas implementadas na instituição, pela constituição da profissionalidade e profissionalização ou pelas possibilidades de utilização dos recursos didáticos e metodológicos na sala de aula. Todos esses contextos se mostraram favoráveis à compreensão da própria prática docente e suas possíveis ressignificações, o que foi percebido pelas possibilidades de interação e pelos momentos de reflexão proporcionados pelo Curso de Extensão.
With the present research, we seek to investigate and demonstrate ways of manifestation of teaching practice in the interactions carried out by Mathematics teachers in the context of a Community of Practice. (BARDIN, 2011). In order to achieve this goal, the guiding question that led to this research was: What are the modes of manifestation of teaching practice that emerge from the interactions carried out by teachers of Mathematics in a Community of Practice? Thus, we developed a research of qualitative methodological basis (BOGDAN; BIKLEN, 1994), of an interpretative nature (PUTNAM, 1983), with analysis of the data based on the assumptions of content analysis (BARDIN, 2011). We focused on the constitution of the corpus of the research in the Extension Course, which brought two moments of data collection: Questionnaire application and Extension Course development, given by the moments of interaction and development of the activities by the participants. Here, as a result of the investigation, three thematics or analysis categories, that are considered as manifestation modes of the participants in different stages of development of the course. They are: accountability action and sense of belonging in the development process or implementation of public policies in education; Initial or continuous training in the constitution of professionalism and teaching professionalization; and, use and knowledge of methodological / didactic resources in the constitution of professionalism and professionalization. These categories were analyzed from the literature on Public Policies in Education, Teacher Training and Communities of Practice. At the end of this study, it was possible to make considerations about the manifestation modes of the teaching practice, which were evidenced by the participants in explicit reports about the teaching practice, carried out in the school context, or implicit, given the aspects of the Public Policies implemented in the institution, by the constitution of professionalism and professionalization or the possibilities of using didactic and methodological resources in the classroom. All these contexts were favorable to the understanding of the teaching practice itself and its possible re-significances, given the possibilities of interaction and the moments of reflection provided by the Extension Course.
With the present research, we seek to investigate and demonstrate ways of manifestation of teaching practice in the interactions carried out by Mathematics teachers in the context of a Community of Practice. (BARDIN, 2011). In order to achieve this goal, the guiding question that led to this research was: What are the modes of manifestation of teaching practice that emerge from the interactions carried out by teachers of Mathematics in a Community of Practice? Thus, we developed a research of qualitative methodological basis (BOGDAN; BIKLEN, 1994), of an interpretative nature (PUTNAM, 1983), with analysis of the data based on the assumptions of content analysis (BARDIN, 2011). We focused on the constitution of the corpus of the research in the Extension Course, which brought two moments of data collection: Questionnaire application and Extension Course development, given by the moments of interaction and development of the activities by the participants. Here, as a result of the investigation, three thematics or analysis categories, that are considered as manifestation modes of the participants in different stages of development of the course. They are: accountability action and sense of belonging in the development process or implementation of public policies in education; Initial or continuous training in the constitution of professionalism and teaching professionalization; and, use and knowledge of methodological / didactic resources in the constitution of professionalism and professionalization. These categories were analyzed from the literature on Public Policies in Education, Teacher Training and Communities of Practice. At the end of this study, it was possible to make considerations about the manifestation modes of the teaching practice, which were evidenced by the participants in explicit reports about the teaching practice, carried out in the school context, or implicit, given the aspects of the Public Policies implemented in the institution, by the constitution of professionalism and professionalization or the possibilities of using didactic and methodological resources in the classroom. All these contexts were favorable to the understanding of the teaching practice itself and its possible re-significances, given the possibilities of interaction and the moments of reflection provided by the Extension Course.
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Palavras-chave
Profissionalidade, Profissionalização, Recursos didáticos e metodológicos, Políticas públicas, Comunidade de prática, Educação matemática, Professionalism, Professionalization, Didactic and methodological resources, Public policy, Pratice community, Mathematical education