Banca de DEFESA: MARIANA ANTUNES MEDEIROS DE OLIVEIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MARIANA ANTUNES MEDEIROS DE OLIVEIRA
DATE: 27/02/2020
TIME: 09:00
LOCAL: Auditório 1 do PPGEd - NEPSA II
TITLE:

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KEY WORDS:

Mathematics teaching. Social Representations. Teacher Formation

PAGES: 265
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The teaching of Mathematics by the pedagogue / teacher is the focus of this work given the need to investigate this universe, understand what are the challenges of this professional, indicate what has been discussed in the area and suggest, from our data, actions that can contribute to the teaching of pedagogues in the teaching of mathematics. The Theory of Social Representations, by Serge Moscovici (1961), constitutes the theoretical and methodological contribution of the study. The objective is to analyze the Social Representations of the pedagogues / teachers egressed from the On-campus Pedagogy course, campus Natal / UFRN, about teaching Mathematics. For data collection, 20 (twenty) semi-structured interviews were carried out and 76 questionnaires were answered, with the intention of viewing the group's profile. The analysis of the discursive material of the interviews is based on the interpretive axis of Arruda (2005). As a result of the analysis process, we had the categories Academicprofessional training and Teaching of Mathematics. From the first category, the themes emerged: Initial and continued training and Professionalization; of the second, the theme Factors that interfere in the teaching of Mathematics. In the discursive analysis about initial and continuing training, the following aspects were raised by the participants: fragility in the feeling of belonging as a teacher who teaches mathematics; little space for teaching mathematics in the Pedagogy course; different formative models for teaching mathematics in the same course; difficulty in transposing the relationship between theory and practice; the need for a humanized teaching practice and; the emphasis given to continuing education as a possibility to respond to gaps in the teaching of mathematics. In the Professionalization theme, references were made to professional experiences (paid internships, PIBID, study and research groups, self-training and autonomy within educational institutions) and to the teachers' personal trajectory and its implications for the teaching of Mathematics. The category Factors that interfere in the teaching of Mathematics talked about items that can intervene, positively or negatively, in this teaching. The following points were highlighted: the difficulties of pedagogues / teachers with the contents of Mathematics, the use of trends for Mathematics Education, the relationship built with this discipline during the schooling process, the pedagogical strategies developed, the infrastructure of the schools, the profile for the teaching of Mathematics and the space of this area of knowledge in the Pedagogy course at UFRN. We found that Social Representations can act as obstacles to the training process; there are subjective aspects that tend to be represented through the reported emotions; there are different training models; the relationship between theory and practice is pointed out as a necessity by the participants. We suggest, in our considerations, that the training institution continues to progress and thinking about the curricular structure in order to allow the transposition of theory to practice, integrating Mathematics during the course and working with the specific contents and trends for Mathematics Education.

BANKING MEMBERS:
Externa à Instituição - RENATA PRENSTTETER GAMA - UFSCAR
Externa ao Programa - 3316092 - CLAUDIA ROSANA KRANZ
Interna - 3465197 - ELDA SILVA DO NASCIMENTO MELO
Presidente - 4197701 - ERIKA DOS REIS GUSMAO ANDRADE
Externa à Instituição - SILVIA REGINA PEREIRA DE MENDONCA - IFRN