Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-11-09T10:25:03Z
No. of bitstreams: 1
DISSERTA??O_LUCIANE_FINAL_PUC_19_09-homologada.pdf: 2683735 bytes, checksum: b2b8ca95ca9dafa7e43ec301b2716650 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-11-12T19:00:25Z (GMT) No. of bitstreams: 1
DISSERTA??O_LUCIANE_FINAL_PUC_19_09-homologada.pdf: 2683735 bytes, checksum: b2b8ca95ca9dafa7e43ec301b2716650 (MD5) / Made available in DSpace on 2018-11-12T19:13:49Z (GMT). No. of bitstreams: 1
DISSERTA??O_LUCIANE_FINAL_PUC_19_09-homologada.pdf: 2683735 bytes, checksum: b2b8ca95ca9dafa7e43ec301b2716650 (MD5)
Previous issue date: 2018-07-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research aims to analyze the language games used in the teaching practice of Mathematics teachers in Children's Education. Therefore, it seeks to identify the motivations of certain teachers to teach Mathematics in Children's Education and their relationships with mathematics and the language used in the classroom. The survey participants were fifteen teachers from a municipal school in the metropolitan area of Porto Alegre, Rio Grande do Sul. As data collection instruments, a questionnaire answered by the teachers and observations occurred at a time when mathematics activities were being carried out in the classes of the researched teachers. The answers given by the teachers were analyzed qualitatively with inspiration in the method of Discursive Textual Analysis (MORAES; GALIAZZI, 2011), relating them to the issues observed in the classroom. The theoretical contributions that served as the basis for this research were authors such as Fazolo (2014), Kramer (1994; 2006); Duhalde and Cuberes (1998), Smole (2000), Smole, Diniz e C?ndido (2000), Lorenzato (2011), Dante (1996; 1998; 2010), Azevedo and Passos (2014), Nacarato, Mengali and Passos (2009), Garcia (1999) among others. Theoretically, for the realization of this analysis, it was sought to address some essential concepts from the studies of Wittgenstein (2014), Cond? (1998), Gottschalk (2004; 2007), Bello (2010), Bannel (2013), D?Ambrosio (2001), Lara (2001; 2011) among others. From the analysis of perceptions and feelings in relation to Mathematics and teaching in the Children's Education of the teachers participating in the research, seven categories emerged: Feelings involving family; Necessity to work; Experience of the teacher before, during and after training; Children's Education: the phase of discoveries and their enchantments; Playful activities such as Mathematics teaching strategies; Characteristics of the teacher of Children's Education; Teaching passion for Children's Education. In relation to the language games used in the teaching of Mathematics in Children's Education is portrayed the Mathematical approach, the Mathematical languages accessible to children and the language used during the classes, being possible to verify that the language that It has been used by teachers who teach Mathematics in Children's Education is the language used in the daily school, often at specific times of routine, like for example on the rounds of conversation. Moreover, it shows that the training of teachers who teach Mathematics in Children's Education does not approach mathematical concepts profoundly. In addition, I concluded through the analysis of this data that the play, the jokes and the games, at this stage of child development, are the strategies most used by these teachers to teach Mathematics in Children's Education. Stands out the importance that the teacher shall be attentive when using language games that they think are appropriate for Children's Education, because in some cases may be appropriating incorrect terms or constituting an infantilized idea that can be considered fragile in the following years. / Esta pesquisa tem como objetivo analisar os jogos de linguagem utilizados na pr?tica docente de professoras que ensinam Matem?tica na Educa??o Infantil. Para tanto, busca identificar quais as motiva??es de determinadas professoras para ensinar Matem?tica na Educa??o Infantil e suas rela??es com a Matem?tica e a linguagem utilizada em sala de aula. Os participantes da pesquisa foram quinze professoras de uma escola municipal da regi?o metropolitana de Porto Alegre, Rio Grande do Sul. Como instrumentos de coleta de dados foram utilizados um question?rio respondido pelos professores e observa??es ocorridas em alguns momentos que estavam sendo realizadas atividades de Matem?tica nas aulas das professoras participantes da pesquisa. As respostas dadas pelos professores foram analisadas qualitativamente com inspira??o no m?todo de An?lise Textual Discursiva (MORAES; GALIAZZI, 2011), relacionando-as ?s quest?es observadas em sala de aula. Os aportes te?ricos que serviram como base para esta pesquisa foram autores como Fazolo (2014), Kramer (1994; 2006); Duhalde e Cuberes (1998), Smole, Diniz e C?ndido (2000), Lorenzato (2011), Dante (1996; 1998; 2010), Azevedo e Passos (2014), Nacarato, Mengali e Passos (2009), Garcia (1999) entre outros. Teoricamente, para realiza??o desta an?lise, buscou-se abordar alguns conceitos essenciais a partir dos estudos de Wittgenstein (2014), Cond? (1998), Gottschalk (2004; 2007), Bello (2010), Bannel (2013), D?Ambrosio (2001), Lara (2001; 2011) entre outros. A partir da an?lise das percep??es e sentimentos em rela??o ? Matem?tica e ? doc?ncia na Educa??o Infantil dos professores participantes da pesquisa, emergiram sete categorias: Sentimentos envolvendo fam?lia; Necessidade de trabalhar; Experi?ncia do docente antes, durante e depois da forma??o; Educa??o Infantil: a fase das descobertas e seus encantamentos; Atividades l?dicas como estrat?gias do ensino da Matem?tica; Caracter?sticas do professor de Educa??o Infantil; Paix?o docente pela Educa??o Infantil. Em rela??o aos jogos de linguagem utilizados no ensino da Matem?tica na Educa??o Infantil ? retratada a abordagem Matem?tica, as linguagens Matem?ticas acess?veis ?s crian?as e a linguagem utilizada durante as aulas, sendo poss?vel verificar que a linguagem que vem sendo utilizada pelos professores que ensinam Matem?tica na Educa??o Infantil ? a linguagem utilizada no cotidiano escolar, muitas vezes em momentos espec?ficos da rotina, como por exemplo, nas rodas de conversa. Ademais, mostra que a forma??o dos professores que ensinam Matem?tica na Educa??o Infantil n?o aborda os conceitos matem?ticos com profundidade. Al?m disso, conclu? por meio da an?lise desses dados que o brincar, as
brincadeiras e os jogos, nesta fase do desenvolvimento infantil, s?o as estrat?gias mais utilizadas por essas docentes para o ensino da Matem?tica na Educa??o Infantil. Ressalta a import?ncia de que o professor deve estar atento ao utilizar jogos de linguagem que julgue serem adequados para a Educa??o Infantil, pois, em alguns casos pode estar se apropriando de termos incorretos ou constituindo uma ideia infantilizada que poder? ser considerada fr?gil nos anos seguintes.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/8348 |
| Date | 31 July 2018 |
| Creators | Fredrich, Luciane Santorum |
| Contributors | Lara, Isabel Cristina Machado de |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica, PUCRS, Brasil, Escola de Ci?ncias |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 6185324025101002610, 500, 500, 600, -240345818910352367, 3590462550136975366 |
Page generated in 0.003 seconds