Linha de pesquisa: Curr?culos, Avalia??o, Pr?ticas Pedag?gicas e Forma??o de Professores. / Na Capa, Folha de Rosto e Ficha Catalogr?fica do trabalho, constam o t?tulo: "Um estudo da identidade docente de licenciandos em Matem?tica da Unimontes". / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-07-23T22:28:07Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) marineide_almeida_rocha.pdf: 1622461 bytes, checksum: 5dafcb0275c404ba24bdcf413885c35f (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-10-04T19:19:01Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) marineide_almeida_rocha.pdf: 1622461 bytes, checksum: 5dafcb0275c404ba24bdcf413885c35f (MD5) / Made available in DSpace on 2018-10-04T19:19:01Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) marineide_almeida_rocha.pdf: 1622461 bytes, checksum: 5dafcb0275c404ba24bdcf413885c35f (MD5) Previous issue date: 2017 / As quest?es que envolvem a profiss?o docente t?m se tornado cada vez mais presentes nos debates e f?runs educacionais, no cen?rio nacional e internacional, dada a necessidade de melhoria na qualidade do ensino, o que requer bons professores. Diante de reflex?es e de questionamentos sobre o tipo de forma??o adequada para o futuro professor, mediante a complexidade do trabalho docente na contemporaneidade, ? que surgiu o interesse pelo presente trabalho. O objetivo geral desta investiga??o foi desvelar ind?cios de constitui??o da identidade docente de licenciandos do Curso de Licenciatura em Matem?tica da Universidade Estadual de Montes Claros (Unimontes/Campus Montes Claros), tendo como objetivos espec?ficos: a) evidenciar as marcas de trajet?rias de forma??o e ind?cios de constitui??o de identidade profissional docente apresentados pelos sujeitos em forma??o em suas hist?rias de vida; e b) identificar os aspectos que os mesmos explicitam serem fundamentais para a forma??o docente, a partir das experi?ncias de forma??o proporcionadas pelo curso de Licenciatura em Matem?tica da Unimontes. O estudo utilizou como instrumento de produ??o e an?lise de dados as hist?rias de vida de oito licenciandos em Matem?tica da Unimontes, as quais foram obtidas por meio de memoriais de forma??o e complementadas por entrevistas semiestruturadas. Os dados analisados foram organizados em duas categorias: a) trajet?ria de forma??o anterior ao ingresso na licenciatura e b) trajet?ria de forma??o na licenciatura. Os dados evidenciam que o processo de constitui??o da identidade docente sofre influ?ncias m?ltiplas, que se inter-relacionam e apresentam-se de diversas formas, como elementos de uma hist?ria de vida, como acontecimentos ao longo de um percurso de vida e que configuram a representa??o que o professor tem de si pr?prio e de sua profiss?o. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / Considering the need to improve teaching quality, which requires good teachers, the issues related to teaching profession have become increasingly present at educational debates and forums in the national and international scenarios. In face of the reflections and questions about the appropriate education for the future teacher, through the complexity of the contemporary teaching work, the interest for this research theme has arisen. The aim of the investigation was to analyze the identity evidence of the undergraduate teaching students from the Prospective Mathematics Teacher Education Course offered by the Universidade Federal de Montes Claros (Unimontes) at Montes Claros Campus. The specific aims were: a) to highlight the evidence of the constitution of the teaching professional identity presented by the subjects in their life histories, and b) to identify the aspects that these subjects make explicit as being are fundamental for teacher education, based on the education experiences provided by the curricular proposal of the course Teaching mathematics education of the Unimontes. The study used as an instrumento of production and data analysys of life histories of eight Mathematics graduates, which were obtained through education memorial and complemented by semi structured interviews. Data analyzes were organized into two categories: a) trajectory of prior prospective teacher education and b) trajectory of the prospective teacher education. The data show that the process of constitution of the teacher identity suffers multiple influences, which are interrelated and presented in different ways, such as elements of a life history, as events along a life course and that configure the representation that the teacher has of himself and his profession.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-10T16:09:53Z No. of bitstreams: 1 SilviaReginaPereiraDeMendonca_TESE.pdf: 2771054 bytes, checksum: 176a0b7fa2ae943bffc11f4c7926d941 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-10T20:06:05Z (GMT) No. of bitstreams: 1 SilviaReginaPereiraDeMendonca_TESE.pdf: 2771054 bytes, checksum: 176a0b7fa2ae943bffc11f4c7926d941 (MD5) / Made available in DSpace on 2017-02-10T20:06:05Z (GMT). No. of bitstreams: 1 SilviaReginaPereiraDeMendonca_TESE.pdf: 2771054 bytes, checksum: 176a0b7fa2ae943bffc11f4c7926d941 (MD5) Previous issue date: 2016-07-22 / Neste trabalho de tese buscamos identificar as representa??es sociais dos licenciandos, bolsistas do Programa Institucional de Bolsa de Inicia??o ? Doc?ncia ? PIBID, sobre o ensino de Matem?tica e enfatizar os benef?cios do contato com os alunos da rede p?blica para sua forma??o. Essa pesquisa contou com a participa??o de quinze licenciandos de Matem?tica do IFRN, campus Santa Cruz - RN, atuantes no Ensino M?dio de tr?s escolas Estaduais. Os licenciandos, nesse Programa, tiveram a oportunidade de desenvolver suas pr?ticas de ensino de acordo com a realidade escolar. Conduzimos o trabalho ? luz da Teoria das Representa??es Sociais (TRS) proposta por Moscovici (2012) e Jodelet (2001), abordando como metodologia a t?cnica dos grupos focais com o embasamento de Gatti (2005) e Barbour (2009), entrevista semiestruturada de acordo com Manzini (2003) e inspira??o no processo hermen?utico-dial?tico desenvolvido por Oliveira (2010). Defendemos que os processos de ancoragem e objetiva??o (MOSCOVICI, 2009) reificados a partir da din?mica reflex?o-a??o interferem no campo representacional sobre o ensinar e sobre a doc?ncia para esses discentes. Com o intuito de desvelar os discursos dos participantes, lan?amos m?o da An?lise de Conte?do de Bardin (2011), seguindo as etapas propostas: categoriza??o, descri??o e interpreta??o. A partir das reuni?es, de di?logo e entrevistas semiestruturadas percebemos a import?ncia que o programa PIBID proporciona para a forma??o dos licenciandos e para o desenvolvimento das suas pr?ticas de ensino. Os discursos ressaltam a dificuldade dos licenciandos em se apropriar do conte?do do curso de forma??o inicial, fun??o de resist?ncia da Representa??o Social (RS) abordada por Bauer (1994), devido ?s representa??es de complexidade e de inutilidade constru?das sobre o objeto de aprendizagem. Essa vis?o inicial fomentou uma hip?tese de origem da elevada evas?o dos licenciandos e escassez de profissionais formados na ?rea, ind?cios de uma RS de Matem?tica e n?o de Ensino de Matem?tica. Comprovamos tal fen?meno nas marcas da ancoragem desse objeto presentes nos discursos dos participantes ao abordarem o Ensino de Matem?tica, quando ressaltam a disciplina Matem?tica como algo dif?cil, confuso e desinteressante. Os Licenciandos afirmam que a participa??o no PIBID propicia a oportunidade de aproxima??o da realidade no exerc?cio da doc?ncia, pois, com a observa??o e conviv?ncia no contexto escolar, em confronto com os conhecimentos espec?ficos do curso, eles desenvolvem suas pr?prias metodologias de ensino, conhecendo o real of?cio de ser professor. Por interm?dio dessa viv?ncia, eles demonstram ind?cios de constru??es/transforma??es no campo representacional sobre o Ensino de Matem?tica. Na forma??o inicial o licenciando adquire o conhecimento de saberes que orientam a atua??o profissional. Sendo assim, entendemos que o PIBID acrescenta benef?cios para essa forma??o, sejam eles: atividades que proporcionam reflex?o e an?lise cr?tica nas quais os futuros docentes se defrontam com representa??es hist?rico-sociais constru?das e exercidas no percurso de sua profiss?o, reelabora??o dos conhecimentos espec?ficos da ?rea de forma??o, tendo em vista o seu ensino e o perfil dos estudantes da educa??o b?sica e reestrutura??o de suas representa??es sociais sobre a ?rea e seu ensino. Assim sendo, esse movimento na forma??o inicial, al?m de contribuir com o ensino inovador, significativo e democr?tico, permite, tamb?m, de acordo com o pensamento de Wagner (1998), o confronto com as representa??es sociais sobre o ensinar e o objeto de ensino estabelecido, provocando conflitos cognitivos que podem contribuir para transforma??es representacionais n?o s? na ?rea de Matem?tica, mas em todos os contextos de forma??o de professores. / In this thesis we seek to identify the social representations of the undergraduate students, who are part of the Institutional Program of Scholarship for Teaching Initiation - PIBID, about the Mathematics teaching and emphasize the benefits of the contact with the students from the public school system in their teaching education. This research included fifteen Mathematics undergraduate students from the IFRN campus located in Santa Cruz-RN teaching in three public State High Schools. The students in this Program have the opportunity to develop their teaching practices according to the school reality. This study was conducted in the light of the Theory of Social Representations (SRT) proposed by Moscovici (2012) and Jodelet (2001), addressing as methodology the focus groups technique based on Gatti (2005) and Barbour (2009), semi-structured interview according to Manzini (2003) and inspiration in the hermeneutic-dialectic process developed by Oliveira (2010). We supported that the process of anchoring and objectification (MOSCOVICI, 2009) reified from the reflection-action dynamic interfere in the representational field about the education and about the teaching experience for these students. Aiming to unveil the speeches of the participants, we used the Content Analysis of Bardin (2011), by following the steps proposed: categorization, description and interpretation. From the meetings, dialog and semi-structured interviews we noticed the importance which the PIBID provides to the teaching training of these students and to the development of their teaching practices. The speeches highlight the difficulty of the students in holding the contents of the initial teaching education course, function of resistance of the Social Representation (SR) approached by Bauer (1994), due to the representations of complexity and uselessness built over the object of learning. This initial vision fostered a hypothesis of the origin of the high dropout of the undergraduate students and shortage of trained professionals graduated in the area, evidence of a SR of Mathematics and not Mathematics Teaching. It was verified such phenomenon in the marks of anchoring of this object present in the speeches of the participants as they approached the Mathematics Teaching, when they emphasize the Mathematics subject as something difficult, confusing and uninteresting. The students claim that the participation in the PIBID offers the opportunity of approaching the reality in teaching, because, with the observation and coexistence in the school context, in confrontation with the specific knowledge acquired in the course, they develop their own teaching methodologies, getting to know the true work of being a teacher. Through this experience, they show evidence of constructions/transformations in the representational field of the Mathematics Teaching. On the initial teacher training, the student acquires the know-how knowledge which guides the professional performance. Therefore, we understand that the PIBID adds benefits to this training and they are: activities that provide reflection and critical analysis in which the future teachers face social-historical representations constructed and carried out in the course of their profession, recreation of the specific knowledge of the graduation area in the view of its teaching and the profile of the students of basic education and the restructuring of their social representations about the area and its teaching. Thus, this movement in the initial teacher education, besides contributing with innovative, meaningful and democratic teaching, it also, allows, according to the thought of Wagner (1998) the confrontation with the social representations about the teaching and the established object of teaching, causing cognitive conflicts that may contribute to representational transformations not only in the area of Mathematics, but in all contexts of the teacher training.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2018-01-22T21:35:32Z No. of bitstreams: 1 DISSERTA??O MESTRADO - V. FINAL SARA MAMONA.pdf: 1205147 bytes, checksum: 28aac56157850ad49fec25db554eca31 (MD5) / Made available in DSpace on 2018-01-22T21:35:32Z (GMT). No. of bitstreams: 1 DISSERTA??O MESTRADO - V. FINAL SARA MAMONA.pdf: 1205147 bytes, checksum: 28aac56157850ad49fec25db554eca31 (MD5) Previous issue date: 2017-02-10 / This study aimed to investigate the professional knowledge required by the licensed teacher, in the context of the initial training of mathematics teachers for their work in the Education of Young and Adults - EJA, as a modality of Basic Education. To do so, some of the specific objectives defined were: to identify the professional knowledge oriented to the EJA present in the Pedagogical Proposal of the Course of Mathematics from the State University of Feira de Santana - UEFS, Teaching Menus and Plans; Identify the necessary knowledge to be built during the initial training for a graduate in mathematics to work in the EJA; Contribute to the understanding and reflection about the necessary knowledge for the initial formation of mathematics teachers to work in the EJA. Even though the modality represents an important demand to be attended in the Teaching Network, there are still many professionals who work in the modality without training in the area. Considering that the exit profile of the graduates should meet the demands of Basic Education and how the EJA constitutes it, it is necessary to return the look to the initial formation of teachers. Mathematics was chosen because it is one of the areas considered as the most difficult by the students. A qualitative approach was chosen, with the perspective of constructing a sensitive understanding of the studied phenomenon from the perceptions brought by the research subjects - undergraduates and teacher-trainers with some experience in the EJA. The used techniques were document analysis, semi-structured interviews and questionnaires. The locus of the research was the Course of Mathematics from UEFS. This work is structured in five topics, including an introduction; the second topic brings a survey of the researches on the same object of this work and considerations referring to the chosen methodological path; the third topic refers to the theoretical framework with two chapters that deal with initial teacher training, mathematical questions for teaching in the EJA and the specificities of the EJA, listed in three different dimensions that are related to the EJA individuals, the pedagogical and political-administrative dimensions. The fourth topic brings the discussions of the results from the analysis of course documents, the speeches of the research subjects and the reflections established with the theoretical framework. Finally, final considerations demonstrate that the teaching and the subjects of the EJA, their realities and specificities, are the relevant sources to be understood during the initial formation of mathematics teachers to act in EJA. / Este estudo prop?s-se a investigar, no ?mbito da forma??o inicial de professores de matem?tica os conhecimentos profissionais necess?rios ao professor licenciado para a sua atua??o na Educa??o de Jovens e Adultos - EJA, modalidade da Educa??o B?sica. Para tanto, alguns dos objetivos espec?ficos definidos foram identificar os conhecimentos profissionais orientados para a EJA presentes na Proposta Pedag?gica do Curso de Licenciatura em Matem?tica da Universidade Estadual de Feira de Santana - UEFS, Ementas e Planos de Ensino; identificar os conhecimentos necess?rios de serem constru?dos durante a forma??o inicial para um licenciado em matem?tica atuar na EJA; contribuir para a compreens?o e reflex?o acerca dos conhecimentos necess?rios para a forma??o inicial de professores de matem?tica para atua??o na EJA. Apesar de a modalidade representar uma demanda importante para atendimento na Rede de Ensino, ainda h? muitos profissionais que atuam na modalidade sem forma??o na ?rea. Considerando que o perfil de sa?da dos licenciados deveria atender ?s demandas da Educa??o B?sica e como a EJA a constitui, faz-se necess?rio voltar o olhar para a forma??o inicial de professores. A matem?tica foi escolhida por tratar-se de uma das ?reas consideradas pelos alunos como das mais dif?ceis. A abordagem escolhida foi a qualitativa, com a perspectiva de construir uma compreens?o sens?vel do fen?meno estudado a partir das percep??es trazidas pelos sujeitos da pesquisa ? graduandos e professores-formadores com alguma experi?ncia na EJA. As t?cnicas utilizadas foram an?lise de documentos, entrevistas semiestruturadas e question?rios. O l?cus da pesquisa foi o Curso de Licenciatura em Matem?tica da UEFS. Este trabalho est? estruturado em cinco t?picos, sendo uma introdu??o; o segundo t?pico traz um levantamento das pesquisas realizadas que tratam do mesmo objeto deste trabalho e considera??es referentes ao percurso metodol?gico escolhido; o terceiro t?pico consta do quadro te?rico com dois cap?tulos que tratam da forma??o inicial de professores, de quest?es matem?ticas para o ensino na EJA e sobre as especificidades da EJA, elencadas em tr?s distintas dimens?es que est?o relacionadas aos sujeitos da EJA, as dimens?es pedag?gicas e pol?tico-administrativas. O quarto t?pico traz as discuss?es dos resultados a partir da an?lise de documentos do curso, das falas dos sujeitos da pesquisa e das reflex?es estabelecidas com o quadro te?rico. Finalmente, no ?ltimo t?pico, s?o apresentadas as considera??es finais que apontam que o ensino e os sujeitos da EJA, suas realidades e especificidades, s?o as fontes relevantes para serem compreendidas durante a forma??o inicial de professores de matem?tica para a atua??o na Educa??o de Jovens e Adultos.

Made available in DSpace on 2014-12-17T15:04:50Z (GMT). No. of bitstreams: 1 OdeniseMB.pdf: 523472 bytes, checksum: 4c5d9b7ec084791f932f3572d11986e4 (MD5) Previous issue date: 2008-02-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study reflects on some procedural aspects about the development of mathematics learning from the experience with investigative activities concerning the resolution of second degree equation, which was tested a proposal for education, supported the use of texts in history of mathematics. The survey was conducted in two stages, taking the first-served basis for the second, which was carried out with a study group remainder of the first experiment. The intention was to investigate how the group participant, known as the study group, involved in the implementation of activities of research in mathematics, supported the use of the history of mathematics. Based on the results achieved during the study, it was possible to understand that the activities of research enable the development of students, range of learning mathematics and the development of skills and expertise for research as a vehicle for construction of their mathematical knowledge. This approach proposed research into the classroom is important, both for prospective teachers of mathematics and for students from elementary school, bringing a new phase for mathematical education that will come to schools / O presente estudo reflete sobre alguns aspectos processuais acerca do desenvolvimento da aprendizagem matem?tica a partir da experi?ncia com atividades investigativas, acerca da resolu??o de equa??o do 2? grau, na qual foi testada uma proposta de ensino, apoiada no uso de textos em hist?ria da matem?tica. A pesquisa foi realizada em duas etapas, tendo a primeira servido de base para a segunda, a qual foi realizada com um grupo de estudo remanescente da primeira experi?ncia. A inten??o foi investigar como o grupo participante, denominado como grupo de estudo, envolveu-se na realiza??o de atividades de investiga??o em matem?tica, apoiada no uso da hist?ria da matem?tica. Com base nos resultados alcan?ados no decorrer do estudo, foi poss?vel compreender que as atividades de investiga??o possibilitam o desenvolvimento dos alunos, alcance de aprendizagem matem?tica e o desenvolvimento de habilidades e compet?ncias para a investiga??o como ve?culo de constru??o do seu conhecimento matem?tico. Essa proposta de abordagem investigativa para a sala de aula ? importante, tanto para futuros professores de matem?tica quanto para estudantes de ensino fundamental e implicar? numa nova fase para a educa??o matem?tica que chegar? ?s escolas