Made available in DSpace on 2014-12-17T14:35:52Z (GMT). No. of bitstreams: 1 MariaJMDM.pdf: 1434423 bytes, checksum: 9d8a7a2095702ca752849fa946b2f0b2 (MD5) Previous issue date: 2008-06-17 / The main focus of this thesis is the formation of a mathematical teacher at a college institution. The general aim is to describe and to analyze the formation process of a mathematical teacher which is an undergraduate student in Mathematics at the Instituto de Educa??o Superior Presidente Kennedy IFESP, in Natal-RN. It is based on a qualitative ethnographic approach, and has its theoretical anchorage in the (auto)biographical narratives, the social representative theories, and the mathematical education. The number of participants in this investigation was 12 undergraduate students, which corresponds to 25% of the total number of students. The corpus utilized in our analysis included 48 (auto)biographical essays, 12 (auto)biographies (formation's memories), and 12 contextualization files, besides the research's diary. The sources were obtained from the whole program of studies, i.e. from November 2003 to December 2006. The analysis revealed that the reminiscences of the 12 students' academic trajectory influenced their professional formation, since their images of a mathematical teacher were intrinsically related to the one they had before. These representations were being either demolished or constructed in a network along the assertive image of their profession, changing afterwards the mathematical representation and the teaching way of this discipline. Our study also shows that the beginning of their teacher career was marked by mechanical practices influenced by their old teachers. The (trans)formation of themselves and their teaching practices happened in a smooth way as soon as they increased their knowledgements in Mathematics, and it reflected upon the way they learned mathematics. The writing of their (auto)biographies helped the set up of new knowledgements, leaving to a self-consciousness as well as a self-formation, and contributed for the construction of a new way to see and to live the profession. Therefore, a mathematical teacher, for the undergraduate students of the IFESP involved in this work, is made at the interface of the familiar, academic, and professional context, besides the reflexive writings about the formation path, the way of life and the relationships among them / Esta tese tem como foco de estudo a forma??o do professor de Matem?tica no ensino superior. O objetivo geral ? descrever e analisar o processo de forma??o do professor de Matem?tica aluno da licenciatura em Matem?tica no Instituto de Educa??o Superior Presidente Kennedy IFESP , em Natal-RN. A pesquisa se insere na abordagem qualitativa de cunho etnogr?fico e ancora-se teoricamente nas narrativas (auto)biogr?ficas, na teoria das representa??es sociais e na educa??o matem?tica. Participaram da investiga??o 12 alunos, o que corresponde a 25% do total de graduandos. O corpus usado na an?lise compreende 48 ensaios (auto)biogr?ficos, 12 (auto)biografias (memoriais de forma??o), 12 fichas de contextualiza??o, al?m do di?rio da pesquisadora. As fontes foram recolhidas ao longo da forma??o superior dos informantes (novembro 2003 a dezembro 2006). A an?lise revelou que as reminisc?ncias da trajet?ria estudantil dos doze participantes influenciaram sua forma??o profissional, pois as imagens que eles tinham do que era ser professor de Matem?tica estavam intrinsecamente relacionadas ao modelo de mestres que eles tiveram. Essas representa??es foram sendo (des)constru?das em rede, ? medida que eles ressignificavam a imagem que tinham da profiss?o para, em seguida, mudarem as representa??es da Matem?tica e do ensino dessa disciplina. O estudo tamb?m evidenciou que o in?cio da carreira docente dos colaboradores da pesquisa foi marcado por pr?ticas mec?nicas, influenciadas pelo modelo de professor que eles vivenciaram. Na voz dos atores, a (trans)forma??o de si mesmos e de suas pr?ticas docentes aconteceu radativamente, ? medida que eles ampliavam seus conhecimentos na licenciatura em Matem?tica e refletiam sobre a maneira como aprenderam matem?tica. A escrita de suas (auto)biografias favoreceu a constru??o de novos saberes, propiciou o autoconhecimento, a autoforma??o e contribuiu para a constru??o de um novo modo de ver e viver a profiss?o. Assim, tornar-se professor de Matem?tica, no caso dos atores desta investiga??o, se fez na interface dos contextos familiar, escolar, profissional e, na forma??o superior no IFESP, pela escrita reflexiva sobre a trajet?ria de forma??o, as viv?ncias e a rela??o com o outro

Made available in DSpace on 2014-12-17T14:36:43Z (GMT). No. of bitstreams: 1 MariaFPC.pdf: 621515 bytes, checksum: 31dc4faefd215850cc685dc9aef972f2 (MD5) Previous issue date: 2007-03-16 / This thesis describes and analyzes the trajectory of education of an educator-teacher group to become tutor of memorials (final work of the course Normal Superior in Instituto de Educa??o superior President Kennedy IFESP-Natal-RN). The writing of memorials (self-biographical writing) propitiates to the pupil that writes a reflection on his/her student and professional life, and to whom guides an evolution in his/her professional education. From the methodological point of view, we adopt an etnomethodological perspective of qualitative approach which describes the reality of real citizens inserted in a real situation of education. It is constituted of participants of the research of 32 educator-teachers, deriving of three different areas of academic formation. The instruments of data collection consist of eight life histories, 32 contextualization applications of the participants of the research, interviews with two consultants of the project, as well as some documents. The results of the analyses put in evidence that the education of the educator-teacher goes for two parallel ways: the first deals with the experiences, interactions and elements of daily practice; the second with the academy experiences where the educator-teacher searches the post-graduation courses. The integration of these two ways defines the educator-teacher identity with foundation in knowings that constitute in the exercise of guidance of memorials. The teachers knowings are considered insufficient by the majority and others knowings are mobilized to the knowing to be educator-teacher, memorial tutor. The thesis concludes that the trajectory of the educator-teacher constitutes an educator experience, in the direction of that implies an articulation among the learnings, abilities and knowings, to support the pupil in self-discovery, and that these multiple experiences favor the education of these teachers / A tese toma como objeto de estudo a trajet?ria de forma??o um grupo de professores formadores, que contam como se tornaram orientadores de memoriais de forma??o (trabalho final do Curso Normal Superior - IFESP/RN). Do ponto de vista te?rico-metodol?gico, adotamos a abordagem qualitativa e a perspectiva etnometodol?gica. O objetivo central ? descrever como os participantes concebem o caminho percorrido e a sua situa??o de forma??o. Participaram da pesquisa 32 professores formadores, correspondendo a 78% do quadro docente da institui??o. As fontes da pesquisa compreendem oito hist?rias de vida, 32 fichas de contextualiza??o dos participantes, documentos oficiais, entrevistas com consultoras do projeto de implanta??o do IFESP. A an?lise das falas dos participantes revela que para a maioria dos formadores a fun??o de orientador dos memoriais exige al?m do aprofundmento dos saberes docentes adquiridos, outros saberes inclusive sensibilidade e intui??o. Os resultados p?em em evid?ncia que a forma??o do professor formador percorre, simultaneamente, dois caminhos: o primeiro ? o da experi?ncia vivenciada com seus orientandos e colegas na pr?tica cotidiana, a qual vai se aprimorando ao longo dos anos; o segundo ? caminho de retorno ? universidade, onde o professor formador dar? continuidade aos seus estudos p?s-graduados. Assim, admitem que o saber ser orientador se faz no cruzamento dessas duas ordens de saberes no exerc?cio da orienta??o dos memoriais, com repercuss?es positivas para a constitui??o de sua nova identidade como professor formador. Concluimos que em sua trajet?ria, os professores formadores articulam o campo da experi?ncia pr?tica e o campo te?rico-metodol?gico, mas essa articula??o implica um novo v?nculo com a sua pr?pria humanidade, o que lhes permite dar um novo sentido ?s aprendizagens, habilidades para apoiar o aluno na descoberta de si mesmo e, nesse processo, descobrirem, o que constitui a sua identidade de professores formadores e orientadores