A atividade de ensino de Matemática na formação inicial de professores para a Educação de Jovens e Adultos
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Data
2019-11-14
Autores
Medrado, Jackelyne de Souza
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa desenvolveu-se na correlação entre escola e universidade, no âmbito da formação inicial de professores de Matemática de uma universidade pública, cujo referencial teórico-metodológico utilizado foi a Perspectiva Histórico-Cultural, particularmente, a Teoria da Atividade de Leontiev e os pressupostos do Materialismo Histórico-Dialético. Objetivou-se investigar o movimento de constituição da atividade de ensino, no contexto da Educação de Jovens e Adultos (EJA), desenvolvido no processo de formação inicial de professores de Matemática, por meio do Estágio Curricular Supervisionado (ECS). Percebemos que compreender a formação de professores em suas diferentes particularidades faz-se necessário, considerando a função social do seu trabalho, enquanto agente da práxis transformadora. Diante desta necessidade, apresenta-se a seguinte questão: Quais aprendizagens teórico-práticas, da formação inicial de professores de Matemática, desenvolvidas no ECS, contribuem para a constituição do ser professor para a EJA? A obtenção dos dados empíricos ocorreu por meio de questionário aberto, observação participante, diário de campo, produções dos participantes ao longo do desenvolvimento do estágio e gravações em vídeo das intervenções, regências de estágio e dos momentos de reflexões sobre estas ações. Em consonância ao método Materialista Histórico-Dialético buscou-se a apreensão do objeto de pesquisa em seu movimento lógico-histórico, embasado no conceito de unidades de análise, proposto por Vigotski. Depreenderam-se dos dados duas unidades: particularidades dos sentidos e significados sobre o ensino e a EJA e movimento de apropriação da significação da atividade de ensino de matemática na EJA. Por intermédio da análise dos dados, pautada no movimento dialético da ascensão do abstrato ao concreto por meio da inter-relação entre singular-particular-universal, verificou-se que as condições criadas no âmbito do ECS possibilitaram a apropriação do significado social da docência e a produção de novos sentidos sobre essa profissão, contribuindo para o desenvolvimento da aprendizagem docente. E ainda, que a organização do ensino de forma coletiva, fundamentada nos princípios da Perspectiva Histórico-Cultural, potencializou a aprendizagem de elementos que constituem a significação da atividade de ensino de Matemática na EJA. Contudo, as necessidades desencadeadas não criaram motivos geradores de sentido para a superação das cisões entre significado social e sentido pessoal sobre esta atividade manifestadas por alguns licenciandos, decorrente de suas particularidades, impossibilitando que entrassem em atividade de ensino. Com base nos resultados, sinalizamos a necessidade do diálogo entre os professores formadores durante a organização do ensino e de reestruturações curriculares para a efetivação dos objetivos formativos do curso.
This research was developed in the correlation between school and university, in the scope of the initial training of Mathematics teachers of a public university. The theoretical-methodological framework used was the Historical-Cultural Perspective, in particular, Leontiev’s Activity Theory and the assumptions of Historical-Dialectical Materialism. The aim was to investigate the movement of constitution of the teaching activity, in the context of Youth-and-Adult Education (EJA), developed in the process of Mathematics teachers initial training, through Supervised Internship (ECS). We realized that comprising teachers’ training in their different peculiarities is necessary, considering the social function of their work, as agents of transformative praxis. Because of this need, the following question arises: What theoretical-practical learning from mathematics teachers’ the initial training, developed during the ECS, contributes to the constitution of being a teacher at EJA? Empirical data were obtained through an open questionnaire, participant observation, field diary, participant productions during the internship and video recordings of the interventions, teaching and moments of reflection on these actions. In line with the Historical-Dialectical Materialist method, we sought to perceive the object of this research in its logical-historical movement, based on the concept of units of analysis proposed by Vigotski. Two units emerged from the data: particularities of the senses and meanings about teaching and EJA; and movement of appropriation of the meaning of teaching mathematics at EJA. Through the analysis of the data, based on the dialectical movement of ascension from the abstract to the concrete through the interrelation between singular-particular-universal, it was found that the conditions created within the scope of ECS enabled the appropriation of the social meaning of teaching and the production of new meanings about this profession, contributing to the development of teaching training. And also, that the organization of teaching in a collective way, based on the principles of the Historical-Cultural Perspective, enhanced the learning of elements that constitute the significance of teaching activity of mathematics at EJA. However, the unleashed needs did not create meaningful motives for overcoming the split between social meaning and personal meaning about this activity manifested by some undergraduate students, due to their particularities, making it impossible for them to enter into teaching activity. Based on the results, we point out the need for dialogue between teacher trainers during the organization of teaching and curriculum restructurings to achieve the formative objectives of the course.
This research was developed in the correlation between school and university, in the scope of the initial training of Mathematics teachers of a public university. The theoretical-methodological framework used was the Historical-Cultural Perspective, in particular, Leontiev’s Activity Theory and the assumptions of Historical-Dialectical Materialism. The aim was to investigate the movement of constitution of the teaching activity, in the context of Youth-and-Adult Education (EJA), developed in the process of Mathematics teachers initial training, through Supervised Internship (ECS). We realized that comprising teachers’ training in their different peculiarities is necessary, considering the social function of their work, as agents of transformative praxis. Because of this need, the following question arises: What theoretical-practical learning from mathematics teachers’ the initial training, developed during the ECS, contributes to the constitution of being a teacher at EJA? Empirical data were obtained through an open questionnaire, participant observation, field diary, participant productions during the internship and video recordings of the interventions, teaching and moments of reflection on these actions. In line with the Historical-Dialectical Materialist method, we sought to perceive the object of this research in its logical-historical movement, based on the concept of units of analysis proposed by Vigotski. Two units emerged from the data: particularities of the senses and meanings about teaching and EJA; and movement of appropriation of the meaning of teaching mathematics at EJA. Through the analysis of the data, based on the dialectical movement of ascension from the abstract to the concrete through the interrelation between singular-particular-universal, it was found that the conditions created within the scope of ECS enabled the appropriation of the social meaning of teaching and the production of new meanings about this profession, contributing to the development of teaching training. And also, that the organization of teaching in a collective way, based on the principles of the Historical-Cultural Perspective, enhanced the learning of elements that constitute the significance of teaching activity of mathematics at EJA. However, the unleashed needs did not create meaningful motives for overcoming the split between social meaning and personal meaning about this activity manifested by some undergraduate students, due to their particularities, making it impossible for them to enter into teaching activity. Based on the results, we point out the need for dialogue between teacher trainers during the organization of teaching and curriculum restructurings to achieve the formative objectives of the course.
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Palavras-chave
Educação matemática, Estágio curricular supervisionado, Teoria da atividade, Histórico-cultural, Materialismo histórico-dialético, Mathematics education, Activity theory, Supervised internship, Historical-cultural, Historical-dialectical materialism