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Previous issue date: 2013-01-24 / The investigation on the teacher s formation represents an opportunity to consider the kind of professional that is sent to the labor market. This reality is even more instigating when it becomes about the formation of Brazilian Mathematics teacher, because this is a course which is tensioned between the heritage of Cartesian linear thinking and the emergence of other paradigms that look at the human being and the world in a whole way. This research discusses the formation of the Mathematics teacher s wholeness in the perspective of the complexity. It started with the question: How are developed the subjective dimensions of the human being, such as the social, emotional and spiritual ones, at the course of Mathematics teacher formation, in the meaning of the wholeness of the being and of a future performance orientated by the transdisciplinary relationship with other areas of knowledge? The question evoked as a general goal the enlargement of the discussion about the Mathematics teacher s formation in the sense of the wholeness of the being in the perspective of the complexity theory. This is an interpretative descriptive qualitative research, based on Turato (2010).The composition is set on Morin ideas (2007, 2008) about the complex thinking; on Catanante (2000) about the human being characteristics; on the concept of wholeness of the being from Portal (2006); on Machado (2008) and on D Ambr?sio (1997) about the Mathematics teaching; and finally on Imbern?n (2011), about teacher formation. The investigation field is composed by three courses of Mathematics at the state of Rio Grande do Sul, in the internal attendance mode. The criteria used to choose the course was those who had grade five on ENADE exam on 2008. The interviewed subjects were the coordinator and two professors in each course, indicated by the coordinator. One of the subjects was from the exact science and the other had performances on methodological or practical subjects. To the data collection, it was used the half-structuredinterview, observation and field diary. The data analysis was based on Moraes e Galiazzi (2007).The understanding obtained by the interpretation of the findings points out that the interviewees (that were called Illuminators) recognize the presence of the rational, social and even the emotional dimensions, but that they react careful about the spiritual dimension, although they recognize it as a constitutive part of each person s subjectivity. They realize the need to innovate at this formation as one of the possible solutions to improve or minimize the failure on Mathematics teaching . They identify at the continued education a possibility to complete the human being in permanent become. With this recognition, I point out some indicators that contribute to rethink the Mathematics teacher formation: Enlargement of the dialogue between the teacher and his colleagues, breaking up the frontiers of scientific isolation, development of the work on other sciences interfaces.The education in the perspective of complex thinking demands a transdisciplinary attitude that helps the decision making in front of the problems that humankind faces. The development of innovative teaching proposals in which, besides the interdisciplinary relations, it is possible to contemplate the presence of the subjective dimensions of the human being. The prioritization of teaching strategies, conducted to interventions in the complex reality of life, that stimulate the curiosity, the creativity and that allow the Mathematics student to have success in the learning process and to be happy. The enlargement of the conscience of future teachers possibly will happen with the development of the subjective dimensions in spiritual, emotional and social contexts, in the sense of the wholeness of the being in the complexity perspective / Investigar a forma??o de professores representa uma oportunidade para refletir sobre o tipo de profissional que est? sendo colocado no mercado de trabalho. Essa realidade configura-se mais instigante, ao tratar sobre a forma??o do professor de Matem?tica no Brasil, por ser um curso que se apresenta tensionado entre a heran?a do pensamento linear cartesiano e a emerg?ncia de outros paradigmas, que olham o ser humano e o mundo de maneira integral. Essa pesquisa discute a forma??o de inteireza do professor de Matem?tica na perspectiva da complexidade e partiu da interroga??o como as dimens?es subjetivas do ser humano, tais como a social, a emocional e a espiritual est?o sendo desenvolvidas, em curso presencial de forma??o do professor de Matem?tica, Licenciatura, no sentido da inteireza do ser e de uma futura atua??o voltada a uma rela??o transdisciplinar dessa com outras ?reas do conhecimento? O questionamento suscitou como objetivo geral ampliar a discuss?o sobre a forma??o do professor de matem?tica no sentido da inteireza do ser e perspectiva da teoria da complexidade. Trata-se de uma pesquisa qualitativa descritiva interpretativa, baseada em Turato (2010).A tecitura est? ancorada nas ideias de Morin (2007, 2008) sobre o pensamento complexo; de Catanante (2000) sobre as caracter?sticas do ser humano; no conceito de Inteireza do Ser de Portal (2006); em Machado (2008) e D Ambr?sio (1997) sobre ensino de Matem?tica e em Imbern?n (2011), sobre forma??o docente. O campo de investiga??o constituiu-se de tr?s cursos de licenciatura em Matem?tica do Rio Grande de Sul, na modalidade presencial. Ter conceito cinco no ENADE, de 2008 foi o crit?rio de escolha dos cursos. Os sujeitos entrevistados foram o coordenador e dois professores, por curso, indicados pelo coordenador, sendo uma das disciplinas exatas e outro com atua??o nas metodol?gicas ou pr?ticas. Para coleta dos dados, foi usada a entrevista semiestruturada, a observa??o e o di?rio de campo. A an?lise dos achados foi baseada em Moraes e Galiazzi (2007). A compreens?o, obtida pela interpreta??o dos achados aponta que os entrevistados (Iluminadores, assim foram denominados) reconhecem a presen?a das dimens?es racional, social e at? a emocional, por?m veem com reserva, a dimens?o espiritual, ainda que a reconhecendo como constituinte da interioridade de cada pessoa.Percebem a necessidade de inovar nessa forma??o como uma das poss?veis sa?da para a supera??o ou minimiza??o do fracasso no ensino da Matem?tica. Identificaram na educa??o continuada uma possibilidade de completamento do ser humano em permanente vir a ser. Diante desse reconhecimento, aceno com alguns indicadores que venham contribuir para um repensar sobre a forma??o do professor de Matem?tica: amplia??o do di?logo do educador com seus pares, rompendo as fronteira do isolamento cient?fico, desenvolvimento de trabalho nas interfaces das outras ci?ncias. Educar, numa perspectiva do pensamento complexo, prescinde de uma atitude transdisciplinar que auxilie na tomada de decis?o frente aos problemas que a humanidade enfrenta. Desenvolver propostas inovadoras de ensino em que, al?m da rela??o interdisciplinar seja poss?vel contemplar a presen?a das dimens?es subjetivas do ser humano. Priorizar estrat?gias de ensino, voltadas para interven??es na realidade complexa da vida, que despertem a curiosidade, a criatividade e que permitam ao educando da Matem?tica ter sucesso na aprendizagem e ser feliz. A amplia??o da consci?ncia do futuro professor, possivelmente, aconte?a com o desenvolvimento das dimens?es subjetivas no ?mbito social, emocional e espiritual, no sentido da inteireza do ser na perspectiva da complexidade.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/3753 |
| Date | 24 January 2013 |
| Creators | Dornelles, Marcia Iara da Costa |
| Contributors | Portal, Leda L?sia Franciosi |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, BR, Faculdade de Educa? |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| 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 | -8451285793228477937, 500, 600, 7024413195758546274 |
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