Banca de DEFESA: ALÉXIA THAMY GOMES DE OLIVEIRA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ALÉXIA THAMY GOMES DE OLIVEIRA
DATE: 20/12/2024
TIME: 14:30
LOCAL: Plataforma online Google Meet
TITLE:

Initial Training of Mathematics Teachers: implications if the meanings of Higher Education Teachers about Mathematics And Education

KEY WORDS:

Teacher Education; Mathematics Education; Cultural-Historical Theory; Higher Education; Academic Failure; Pedagogical Mediation

 

PAGES: 239
BIG AREA: Ciências Humanas
AREA: Psicologia
SUMMARY:

This work is grounded in Cultural-Historical Theory, focusing on the relationship between meanings and senses in the training process of mathematics teachers. Its aim is to analyze the meanings attributed to mathematics and education by university professors in mathematics teacher education programs at Higher Education Institutions, linking the construction of these meanings to their respective formative processes. Semi-structured interviews were conducted with faculty members from two Higher Education Institutions (one in the Northeast and the other in the Southeast of Brazil). These interviews provided access to the empirical data expressed through recorded discourses, which were analyzed using Aguiar and Ozella's Core of Signification tool (nucleos de significacao). The findings indicate that the participants’ meanings regarding mathematics and education are shaped by both their foundational schooling experiences and the affective connections formed primarily with teachers who served as role models during their education, reinforced through their formative processes in Mathematics Education within teaching and research contexts. The meanings constructed throughout their formative journeys, culminating in the meanings present in undergraduate programs, have the potential to contribute to teacher training that is more engaged with objective reality and less detached. These findings underscore the importance of Mathematics Education in teacher training and highlight the relevance of affective bonds in the educational process. Although the participants expressed attempts to integrate mathematics and education, and considered mathematics a human tool, challenges in this integration reveal rigid university structures that often prioritize graduation rates over the quality of training, aligned with the hegemonic project shaping Brazilian universities over the years. Therefore, it is up to training institutions to contribute to constructing meanings about mathematics and education, integrating these two fields of knowledge to open new horizons for mathematics learning in Brazil.

COMMITTEE MEMBERS:
Externa ao Programa - 3316092 - CLAUDIA ROSANA KRANZ - nullExterna à Instituição - CÁRITA PORTILHO DE LIMA - UFPB
Presidente - ***.475.274-** - HERCULANO RICARDO CAMPOS - UFRN
Externo à Instituição - JULIO RIBEIRO SOARES - UERN
Externo à Instituição - MARCUS BESSA DE MENEZES - UFPE