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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.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.uefs.br:8080:tede/536 |
| Date | 10 February 2017 |
| Creators | Mamona, Sara Soares Costa, Mamona, Sara Soares Costa |
| Contributors | Jesus, Wilson Pereira de, Jesus, Wilson Pereira de |
| Publisher | Universidade Estadual de Feira de Santana, Mestrado Acad?mico em Educa??o, UEFS, Brasil, DEPARTAMENTO DE EDUCA??O |
| 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 UEFS, instname:Universidade Estadual de Feira de Santana, instacron:UEFS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 1352177059867160609, 600, 600, 600, -7450372820171171698, -240345818910352367 |
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