Banca de DEFESA: WGUINEUMA PEREIRA AVELINO CARDOSO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : WGUINEUMA PEREIRA AVELINO CARDOSO
DATE: 18/09/2024
TIME: 18:00
LOCAL: meet.google.com/yap-rzkw-qmv
TITLE:

SPEECHES FROM MATHEMATICS TEACHERS REGARDING TEACHING AND TRAINING OF MATHEMATICS GRADUATES: MANAGING THE SPECIALTY

KEY WORDS:

mathematics educator; mathematical; speech management

PAGES: 172
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Fundamentos da Educação
SPECIALTY: História da Educação
SUMMARY:

The discourse on the management of the specialty of Mathematics teachers in terms of teaching and training undergraduate students in Mathematics, constructed in a historical, ideological, and social way, reveals the struggles and power relations between mathematicians and mathematics educators. In this way, we understand that mathematics educators and mathematicians, especially those who work in the training of Mathematics teachers, each in their own way, are subject to the discourse of managing their specialty, conferring scientific authority in their area of activity. Managing the specialty involves technical knowledge, beliefs and the different forms of power that permeate the subjects, both in their position as Higher Education professionals, and due to the status of their scientific and academic field. Given this, we want to know how these university professors, mathematicians and mathematics educators relate to the training of mathematics graduates, possibly future Basic Education teachers? In this sense, the objective of this research is to understand the management of the specialty in the discourse of teachers, especially mathematicians and mathematics educators, in relation to the teaching and training of Mathematics graduates. As a thesis, we argue that the discourse on the management of the specialty of mathematicians and mathematics educators is differentiated by the status of their scientific field of work and we identify traces of beliefs about the teaching and training of undergraduate students in Mathematics, which, combined with the discrepancies caused due to historical, ideological and power struggles for scientific and academic authority in the field of mathematics teacher training, sustain the discourse of prejudice towards mathematics educators. This study contributes to the discussion about the management of the specialty of teachers who work in the training of Mathematics teachers and how this management involves the initial training and work relationships of teachers at a university. In this investigation, a qualitative and interpretative approach was used with theoretical and methodological support from Discourse Analysis and, in constituting the data, we had the collaboration of some professors from a public university in Brazil. The instruments used to produce the data were the questionnaire and the semi-structured interview. We understand that the data are part of a discursive formation and, to analyze and interpret them, we articulate the units of meaning, considering the relations of power and knowledge in the professional and scientific practice of Mathematics teachers. The units of meaning point to differences regarding the management of the specialty of mathematicians and mathematics educators in a Mathematics degree course. In these, we identified that there is still a tendency towards a dichotomous formation that separates pedagogical training from the specific training of mathematical knowledge. Among mathematicians, we identified a trend towards transmissive teaching with a focus on content. And, among mathematics educators, there is a trend towards developing student-focused teaching. We found that prejudice still exists, a form of resistance and devaluation, towards mathematics educators and their professional and research practice, understanding it as a historical and ideological discourse, acting as a control device in the production of certain behaviors and attitudes useful to maintenance of the hegemony of a field of knowledge. There is a symbolic construction of inferiority of mathematics educators, historically constructed and enhanced by the discourse of devaluation of teaching and by some beliefs about the teaching and training of Mathematics graduates.

COMMITTEE MEMBERS:
Presidente - 3315007 - LILIANE DOS SANTOS GUTIERRE
Externa ao Programa - 2527364 - MARTA FIGUEREDO DOS ANJOS - UFRNExterna à Instituição - ARLETE DE JESUS BRITO - UNESP
Externa à Instituição - ADRIANA DE BORTOLI - FATEC- lins
Externa à Instituição - VIVIANE HUMMES
Externa à Instituição - DANIELLA ASSEMANY DA GUIA - UFRJ
Externo à Instituição - ANA CRISTINA FERREIRA - UFOP