Made available in DSpace on 2014-12-17T14:35:50Z (GMT). No. of bitstreams: 1 ZorayaMOM.pdf: 878023 bytes, checksum: 59c5cc611829c745bf29e462d49d2999 (MD5) Previous issue date: 2006-12-08 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The Thesis weaved in the (auto) biographical boarding studies the existence of existential teaching, in the scope of Superior Teaching, guided in the experience and the (auto) formative scope as a theoreticianmethodological support present in the classrooms, being three the essential questions: Which the way of (auto) formation traveled by professors of Superior Teaching, what is, for these citizens, the teaching in Superior Teaching and what they understand from existential teaching according to their narratives. The epistemology of this work, based on Program of After-Graduation in Education of Universidade Federal do Rio Grande do Norte, Support of Research: Professionalization and Formation Lecturing emerges, especially, of the studies and research realized by Ramalho and Nu?ez (2005, 2006), Morosini (2001), Pimenta and Anastasiou (2002), N?voa (2000), Josso (2004), Dominic? (1988), Catani (2002), and Souza (2004), among other authors, yonder the educational practice exercised by researcher and involved citizens in inquiryformation, what it is confirmed from the three methodological tools that given support to the covered way: Eight topic narratives, a participantcomment and seven laboratories or parallel meeting of formation (EPF's) experimented with licensed teachers that actuate in superior teaching institutions (IES), public and private, localized in the city of Natal/RN. The Thesis points out, in this way, existential education in the guideline of viable and concrete methodological alternatives amongst the problematic of the (auto) formation faced for the professors in Superior Teaching / A Tese tecida na abordagem (auto) biogr?fica estuda a exist?ncia do ensino vivencial, no ?mbito do Ensino Superior, pautado na viv?ncia e no campo (auto) formativo como um suporte te?rico-metodol?gico presente nas salas de aulas, sendo tr?s as suas quest?es norteadoras: Qual o percurso de (auto) forma??o trilhado por docentes do Ensino Superior, o que ?, para estes sujeitos, o ensino no Ensino Superior e o que entendem por ensino vivencial segundo as suas narrativas. A epistemologia deste trabalho, ancorado no Programa de P?s-Gradua??o em Educa??o da Universidade Federal do Rio Grande do Norte, Base de Pesquisa: Profissionaliza??o e Forma??o Docente emerge, notadamente, dos estudos e pesquisas realizados por Ramalho e Nu?ez (2005, 2006), Morosini (2001), Pimenta e Anastasiou (2002), N?voa (2000), Josso (2004), Dominic? (1988), Catani (2002), e Souza (2004), entre outros, e das pr?ticas de ensino exercidas pela pesquisadora e sujeitos envolvidos na investiga??o-forma??o, o que ? confirmado a partir das tr?s ferramentas metodol?gicas que deram suporte ao caminho percorrido: Oito narrativas t?picas, uma observa??o-participante e sete laborat?rios ou encontros paralelos de forma??o (EPF s) experienciados com professores licenciados que atuam nas diferentes institui??es de Ensino Superior (IES), p?blicas e privadas, localizadas na cidade de Natal/RN. A Tese situa deste modo, o ensino vivencial na pauta de alternativas metodol?gicas vi?veis e concretas dentre a problem?tica da (auto) forma??o enfrentada pelos professores no Ensino Superior

Made available in DSpace on 2014-12-17T14:36:18Z (GMT). No. of bitstreams: 1 SandraLP.pdf: 782292 bytes, checksum: 7ecf71a76031718c8c490e11c18394ee (MD5) Previous issue date: 2009-12-11 / This Study inserts in Mathematical Education & Education that search to investigate the (self) formation of formers that gets graduation e pass to graduate others that get graduation and are formers in Mathematical Education. This Is a qualitative search in a perspective from search-formation.The work is formed of four topics. First topic talks about : The self-formation of formers. Second topic: at way of suppositions theorical-methodological from search. Third topic tells over: The life of a former life. Fouth topic A Station called Ubiratan D?Ambrosio created in his reverence and for build all the Knowledge?s Corpus developed by his studies and searches. It?s in sense of come and go from knowledge created at action by mankind to get finality of Transcendency and Survive. Look for to investigate aspects of academical, professional and personal life where are translated in language, thinking and practices oriented for one know-how holistical and transdiciplined in a reflexion, search and the critical it constitute to be a Professor, Teacher, Searcher and Etnomathematic that confered him the merit in 2005 the Prize F?lix Klein, that declared Valente (2007), maximum distinction that can receive someone from Mathematical Education. The results point that the narratives of life?s stories are prominences to one re-direction of teach practical in formation?s courses of Mathematical teachers, opening spaces for what the teachers and particularly of Mathematical thinking and take position about your process of formation to be Formers. The Study also given possibilities to propose fourteen stoppages in Station that are beginnings with direction that emerge from studies and searches about the trajectory of life of Professor Ubiratan D?Ambrosio in perspective of re-signify the formative process in education and Mathematical Education / Este estudo se insere na Educa??o e Educa??o Matem?tica que busca investigar a (auto) forma??o de formadores que se formam e passam a formar outros que se formam e s?o formadores na Educa??o Matem?tica. Trata-se de uma pesquisa qualitativa numa perspectiva da pesquisa-forma??o. O trabalho se constitui de quatro itiner?rios. Primeiro Itiner?rio trata sobre: A autoforma??o na forma??o de formadores. Segundo Itiner?rio: A caminho dos pressupostos te?rico-metodol?gicos da pesquisa.Terceiro Itiner?rio diz respeito: A vida de uma vida formadora. Quarto Itiner?rio Uma Esta??o chamada Ubiratan D Ambrosio criada em sua homenagem e por constituir todo o corpus de conhecimentos desenvolvidos por seus estudos e pesquisas. Est? no sentido do vir e ir dos conhecimentos gerados pela a??o do homem a obter finalidades de sobreviv?ncia e transcend?ncia. Busca investigar aspectos da vida pessoal, acad?mica e profissional onde s?o traduzidas na linguagem, pensamento e pr?ticas orientadas por um saber-fazer hol?stico e transdisciplinar a que a reflex?o, pesquisa e a cr?tica lhe constituiu ser um Professor, Educador, Pesquisador e Etnomatem?tico cujo m?rito lhe conferiu em 2005 o Pr?mio F?lix Klein, que segundo declara Valente (2007), distin??o m?xima que pode receber algu?m da Educa??o Matem?tica. Os resultados apontam que as narrativas das hist?rias de vida s?o relevantes para redirecionamento da pr?tica docente nos cursos de forma??o de professores de Matem?tica, abrindo espa?os para que os professores e especificamente de Matem?tica reflitam e se posicionem acerca de seu processo formativo para serem formadores. O estudo tamb?m possibilitou propor quatorze paragens na Esta??o que s?o princ?pios orientadores que emergem dos estudos e pesquisas sobre a trajet?ria de vida do Professor Ubiratan D Ambrosio na perspectiva de ressignificar os processos formativos na educa??o e Educa??o Matem?tica

Made available in DSpace on 2014-12-17T14:36:27Z (GMT). No. of bitstreams: 1 SandraLP_TESE.pdf: 2320249 bytes, checksum: 3f1b3e5febdd6473ad8eea2fce8ee234 (MD5) Previous issue date: 2012-08-03 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The object of study of this thesis is the use of (self)training workshops as a fundamental process for the constitution of the teaching subject in mathematics education. The central purposes of the study were to describe and analyze a learning process of mathematics teachers supported by the training-research methodology, which procedures have been affected with the practice of (self)training workshops as a way of collaborating to the constitution of the teaching subject in Mathematics Education. The survey was conducted with a group of teachers in the city of Nova Cruz, Rio Grande do Norte through a process of continued education realized in the training workshops having as main goal the realization of the group s (self)training sessions in order to lead participants to the extent of their autonomy in their personal and professional transformations. The results obtained in the formative processes have shown the need to develop activities of mathematics teaching as a contribution to overcome the conceptual difficulties of the teachers, apart from their (self)reflections about themselves and the educational processes in which they belong. The results raised some propositions about (self)training workshops that may be incurred in practices to be included in the curriculum frameworks or materialize as a strategy of pedagogical work in training courses for teachers of mathematics. Also, they can constitute an administrative and educational activity to be instituted in the public schools of Basic Education / O objeto de estudo que origina esta tese ? o uso de ateli?s (auto)formativos como um processo fundamental para a constitui??o do sujeito docente da Educa??o Matem?tica. As finalidades centrais do trabalho foram descrever e analisar um processo formativo de professores de Matem?tica apoiado na metodologia da pesquisa-forma??o, cujos procedimentos se efetivaram com a pr?tica de ateli?s (auto)formativos como uma forma de contribuir para a constitui??o do sujeito docente na Educa??o Matem?tica. A pesquisa foi realizada com um grupo de professores de matem?tica do munic?pio de Nova Cruz, Rio Grande do Norte por meio de um processo de forma??o continuada concretizado nos ateli?s formativos tendo como meta principal a realiza??o de sess?es (auto)formativas do grupo com vistas a levar os participantes ao alcance de sua autonomia nas suas transforma??es pessoais e profissionais. Os resultados obtidos nos processos formativos mostraram a necessidade de se desenvolver atividades de ensino de Matem?tica como contribui??o para superar as dificuldades conceituais dos professores, al?m das suas (auto)reflex?es sobre si e sobre os processos educativos aos quais est?o inseridos. Os resultados suscitaram algumas proposi??es acerca de ateli?s (auto)formativos que poder?o se constituir em pr?ticas a serem inclu?das nas estruturas curriculares ou materializar-se como estrat?gia de trabalho pedag?gico nos cursos de forma??o de professores de Matem?tica. Al?m disso, podem se constituir em uma atividade administrativo-pedag?gica a ser institu?da nas escolas p?blicas de Educa??o B?sica