Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-05-29T13:37:58Z No. of bitstreams: 1 Disserta??o-Daiane Renata Machado_Final-homologada.pdf: 2548257 bytes, checksum: db1acf5136ed075f09216e8da959178c (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-06-08T11:21:13Z (GMT) No. of bitstreams: 1 Disserta??o-Daiane Renata Machado_Final-homologada.pdf: 2548257 bytes, checksum: db1acf5136ed075f09216e8da959178c (MD5) / Made available in DSpace on 2018-06-08T11:29:29Z (GMT). No. of bitstreams: 1 Disserta??o-Daiane Renata Machado_Final-homologada.pdf: 2548257 bytes, checksum: db1acf5136ed075f09216e8da959178c (MD5) Previous issue date: 2018-03-22 / This dissertation aims at analyzing, from the professors? perspective, the role of research in the formation of Mathematics professors made possible by the Active Methodologies, as well as answering the research problem: How is research approached, by means of Active Methodologies, in the formation of Mathematics professors in a Higher Education Institution ? IEH in the Rio Grande do Sul State ? RS. The participants in the research were six professors from the Mathematics Undergraduate Teaching Course, offered by the INEDI College, at the Cachoeirinha Undergraduate Teaching Complex ? CESUCA, located in the city of Cachoeirinha ? RS. Three different instruments were used for data collection: field journals for the recording of classroom observations; semi-structured interviews with the course professors, and consultation to official documents. The data collected was then qualitatively analyzed by means of the Discourse Textual Analysis ? DTA, from which initial and intermediate categories emerged; these were finally regrouped into three final categories under the following names: teaching and learning processes based on Active Methodologies; the Active Methodology in the Flipped Classroom, and the role of research in the perspective of Active Methodologies. The results from this analysis allowed for a better understanding of how the Active Methodology of Flipped Classroom deals with the research in the formation of teachers, according to the perspective of the Mathematics professors in the Mathematics Undergraduate Teaching Course. Thus, from the conclusions reached, one can observe that the course presents a bias for the research in the presuppositions of the Education for Research (DEMO, 2015), which in turn contribute for the development of research in the classroom. It was also possible to observe the convergence presented by both the Active Methodology utilized and the Education for Research presuppositions, since both recognize the student as an active agent in the learning process. It is important to emphasize that both approaches aim at the formation of social agents through the development of their ethic, political, and technical competences, so as to improve the understanding and use of knowledge, critical thinking, thus allowing for an integration to the responsibility regarding the issues presented by life in society. Finally, one can conclude that the main objective of the course is to form Mathematics teachers who are researchers, within an innovative teaching model due to the flipped classroom approach, sanctioning the use of Technologies which contribute to the integration of space and time, among which are: computers; smartphones; tablets; virtual environments, and others. / Esta disserta??o tem como objetivo analisar o papel da pesquisa na forma??o de professores de Matem?tica possibilitado pelas Metodologias Ativas, a partir da perspectiva dos professores, bem como responder ao problema de pesquisa: Como a pesquisa ? abordada na forma??o de professores de Matem?tica por meio das Metodologias Ativas em uma Institui??o de Ensino Superior ? IES do Rio grande do Sul ? RS. Os participantes da pesquisa foram seis professores do curso de Licenciatura em Matem?tica, oferecido pela Faculdade Inedi, Complexo de Ensino Superior de Cachoeirinha ? CESUCA, localizada na cidade de Cachoeirinha ? RS. Para a coleta de dados foram utilizados tr?s instrumentos: di?rio de campo para o registro das observa??es em sala de aula; entrevista semiestruturada com os professores do curso; consulta a documentos oficiais. Os dados coletados foram analisados qualitativamente por meio da An?lise Textual Discursiva ? ATD por meio da qual emergiram categorias inicias e intermedi?rias que foram reagrupadas em tr?s categorias finais denominadas: os processos de ensino e aprendizagem baseados nas Metodologias Ativas; a Metodologia Ativa da Sala de Aula Invertida; o papel da pesquisa na perspectiva das Metodologias Ativas. Os resultados da an?lise permitiram compreender como a Metodologia Ativa da Sala de Aula Invertida aborda a pesquisa na forma??o de professores, na perspectiva dos docentes de Matem?tica do curso de Licenciatura em Matem?tica. Desse modo, dentre as conclus?es, aponta-se que o curso tem um vi?s para a pesquisa em pressupostos do Educar pela Pesquisa (DEMO, 2015), que contribuem para desenvolver a pesquisa em sala de aula. Foi poss?vel observar que a Metodologia Ativa empregada e o Educar pela Pesquisa convergem ao reconhecer o estudante como sujeito ativo de sua aprendizagem. Destaca-se que ambas t?m o intuito de formar sujeitos sociais desenvolvendo suas compet?ncias ?ticas, pol?ticas e t?cnicas, a fim de aprimorar a compreens?o e o uso do conhecimento, do racioc?nio cr?tico, integrando ? responsabilidade para assuntos da vida em sociedade. E por fim, conclui-se que o objetivo do curso ? formar professores de Matem?tica pesquisadores, autoconfiantes, em um modelo de ensino considerado inovador, devido ? invers?o da sala de aula possibilitado pelo uso das tecnologias que colaboram para a integra??o de espa?o e tempo, entre as quais destacam-se: computadores; smartphones; tablets; ambientes virtuais, dentre outros.