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Previous issue date: 2011-11-04 / This study analyzes knowledges mobilized by teachers in their practices when they teach Statistics in High School. The studies of either teacher education or teacher constitution tend to minimize the role of teachers practice, as well as to neglect knowledges produced under those conditions. Based on this contextualization, the question that has guided this study is the following: which teachers knowledges are present in the pedagogical practices of Mathematics teachers in Statistics classes in High School? Setting up an analytical field, the aim is to diagnose and understand such knowledges mobilized in teaching contents associated with Statistics in High School. In this study, I have examined knowledges of both education science and pedagogical action that emerged from teachers conceptions evidenced through a questionnaire, which was answered by eight High School Mathematics teachers from public and private schools in Canela, Rio Grande do Sul. The data analysis followed the approach known as Discursive Textual Analysis and is characterized as a qualitative, analytical and comprehensive approach. From the theoretical perspective, it has been understood that Statistics teaching, particularly in High School, leads to a perspective in which the investigation encourages the comprehension of the main statistical concepts and representations, developing critical discussion, rational argumentation and use of the statistic language that is adequate for the interpretation and validation of information. In this dissertation, a description of knowledges mobilized by teachers in teaching Statistics in High School was carried out, with knowledges of education sciences and knowledges of pedagogical action having more relevance, according to the classification proposed by Clermont Gauthier and others. Regarding knowledges of education sciences, I have worked with the perspective that they involve interdisciplinarity, problem resolution and constructivism. As to knowledges of pedagogical action, I have noticed the centrality of issues linked to the use of textbooks and resources made available by contemporary media. / Este estudo analisa saberes mobilizados pelos professores em suas pr?ticas ao ensinarem Estat?stica no Ensino M?dio. Entende-se que os estudos acerca da forma??o docente ou da constitui??o da doc?ncia tendem a secundarizar o papel das pr?ticas dos professores, assim como negligenciam os saberes produzidos nessas condi??es. Com base nessa contextualiza??o, a quest?o que orientou este estudo evidencia-se na seguinte formula??o: que saberes docentes est?o presentes nas pr?ticas pedag?gicas dos professores de Matem?tica do Ensino M?dio ao ensinarem Estat?stica? Ao instaurar-se um campo anal?tico, pretende-se diagnosticar e compreender tais saberes mobilizados no ensino de conte?dos ligados ? Estat?stica no Ensino M?dio. Para fins deste estudo, foram examinados os saberes
das ci?ncias da educa??o e da a??o pedag?gica que emergiram das concep??es docentes evidenciadas em um question?rio, respondido por oito professores de Matem?tica do Ensino M?dio das redes p?blica e privada da cidade de Canela, no Rio Grande do Sul. A an?lise dos dados privilegiou a abordagem conhecida como An?lise Textual Discursiva e caracteriza uma abordagem qualitativa, anal?tica e compreensiva. Do ponto de vista te?rico, entendeu-se que o ensino da Estat?stica, especialmente no Ensino M?dio, remete a uma perspectiva em que a investiga??o estimula a compreens?o dos principais conceitos e representa??es estat?sticas, desenvolvendo a discuss?o cr?tica, a argumenta??o racional e o uso da linguagem estat?stica adequada para a interpreta??o e valida??o de informa??es. Enfim, nesta disserta??o, estabeleceu-se uma descri??o dos saberes mobilizados pelos docentes ao ensinarem Estat?stica no Ensino M?dio, adquirindo maior relev?ncia os saberes das ci?ncias da educa??o e os saberes da a??o pedag?gica, conforme a classifica??o proposta por Clermont Gauthier e outros. No que tange aos saberes das ci?ncias da educa??o, trabalhou-se com a perspectiva de que estes envolvem a interdisciplinaridade, a resolu??o de problemas e o construtivismo. Acerca dos saberes da a??o pedag?gica, notou-se uma centralidade das quest?es vinculadas ao uso do livro did?tico e aos recursos disponibilizados pelas m?dias contempor?neas.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/3427 |
| Date | 04 November 2011 |
| Creators | Corr?a, Alessandra de Abreu |
| Contributors | Rocha Filho, Jo?o Bernardes da |
| 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, BR, Faculdade de F?ca |
| 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 | 3565627554998330423, 500, 600, 6574392640991280001 |
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