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Previous issue date: 2016-02-02 / This research brings considerations about the contributions deriving from a teacher development course for Cycle II (4th year of Elementary school) teachers, promoted by the Municipal Education Department of Campinas. The leading question was: what indications about the resignification of teaching and learning Mathematics can be found in the utterances of teachers inserted in this teacher development space??. Thus, the general purpose of this research was to investigate if and how this teacher development space influenced the knowledge and beliefs of Elementary school teachers. It was assumed that contributions would be made possible from the centering of the development course in the professional performance locus of those teachers; and the course aimed at promoting studies and research in Mathematics Education, as well as reflections on the pedagogical practices of those educators. The specific objectives of this research were: a) to identify the knowledge about Mathematics that the teachers-participants would reveal during the data compilation and if/how that knowledge would be altered during the course; b) to identify the knowledge of the teachers-participants about Mathematics learning ? how they themselves would learn and how they would identify their learning at the moment of
data compilation; and c) to identify the knowledge and beliefs of the teachersparticipants
about how to teach Mathematics ? how they envisaged their practices and how they started to identify their learning from the teachers development course at the moment of data compilation. This research, using a qualitative approach, counted on three teachers-participants of in-service continuing professional development and the data was obtained via three main sources:1) the life narratives of those professionals, from elementary school students themselves to starting their teaching careers; 2) the transcripts of the semi-structured interviews, one made at the end of the development course and another ten months after that; and 3) the transcripts of the oral narratives of the last meeting of the development course that were recorded in audio and video. Triangulation of the sources was used to configure and analyze the data. The results indicate that those teachers bring negative experiences in relation to Mathematics stemming from their initial education, and
also, that their beliefs about teaching and learning Math built during their own student history influence their pedagogical practice. In-service continuing teacher education, conducted in the teachers workplace, emerges as a space for professionalization, development, knowledge, assistance to the multiple situations pertaining teaching and learning of Mathematics and, also, for overcoming the challenges of change for the professional development of those teachers. / Esta pesquisa traz considera??es sobre as contribui??es advindas de um curso de forma??o continuada promovido pela Secretaria Municipal de Educa??o de Campinas aos professores do Ciclo II, 4? ano do Ensino Fundamental. A quest?o norteadora desta pesquisa foi assim enunciada: quais ind?cios de ressignifica??o sobre ensinar e aprender matem?tica evidenciam-se nas enuncia??es de professores inseridos num espa?o formativo? Teve como objetivo geral investigar se e como ocorreram influ?ncias de um espa?o formativo nas cren?as e nos saberes dos professores dos anos iniciais do Ensino Fundamental. Partimos do pressuposto de que contribui??es seriam poss?veis a partir da forma??o continuada realizada no l?cus da atua??o profissional desses professores, a qual buscava promover estudos e pesquisas em Educa??o Matem?tica, assim como reflex?es sobre as pr?ticas pedag?gicas desses docentes. Os objetivos espec?ficos da pesquisa configuraramse em (a) identificar os conhecimentos sobre a matem?tica que os professoresparticipantes evidenciam durante a produ??o dos dados e se/como tais conhecimentos transformam-se; (b) identificar os conhecimentos sobre a aprendizagem matem?tica dos professores- participantes ? como aprenderam e como identificam suas aprendizagens no momento da produ??o dos dados ?; e (c) identificar as cren?as e os conhecimentos dos professores-participantes sobre como
ensinar matem?tica ? como concebiam suas pr?ticas e como identificam suas aprendizagens a partir do curso de forma??o no momento da produ??o dos dados. A pesquisa, de abordagem qualitativa, contou com tr?s professores-participantes da forma??o em servi?o, e os dados constitu?ram-se por meio de tr?s recursos principais: 1) as narrativas de hist?ria de vida desses profissionais, desde quando alunos dos anos iniciais at? quando iniciaram a carreira docente; 2) as transcri??es das entrevistas semiestruturadas, uma realizada ao final da forma??o, e outra, dez meses ap?s o t?rmino do curso; e 3) as transcri??es das narrativas orais do ?ltimo encontro da forma??o, que foram gravadas em ?udio e v?deo. Utilizamos a triangula??o de fontes de dados para configura??o e an?lise dos dados. Os resultados apontam que esses professores trazem experi?ncias negativas em rela??o ? matem?tica advindas da sua forma??o inicial. As cren?as sobre ensinar e aprender matem?tica constru?das ao longo das suas trajet?rias estudantis influenciam suas pr?ticas pedag?gicas. A forma??o em servi?o, desenvolvida no local de trabalho dos professores, apresenta-se como um espa?o de profissionaliza??o, de desenvolvimento, de saberes, de atendimento ?s m?ltiplas situa??es referentes ao ensino e ? aprendizagem da matem?tica e, tamb?m, de
supera??o dos desafios de mudan?a para o desenvolvimento profissional desses docentes.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.bibliotecadigital.puc-campinas.edu.br:tede/879 |
| Date | 02 February 2016 |
| Creators | Gallicchio Neto, Domenico |
| Contributors | Megid, Maria Auxiliadora Bueno Andrade, Tassoni, Elvira Cristina Martins, Nacarato, Adair Mendes |
| Publisher | Pontif?cia Universidade Cat?lica de Campinas, Programa de P?s-Gradua??o em Educa??o, PUC-Campinas, Brasil, CCHSA ? Centro de Ci?ncias Humanas e Sociais Aplicadas |
| 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_CAMPINAS, instname:Pontifícia Universidade Católica de Campinas, instacron:PUC_CAMP |
| Rights | info:eu-repo/semantics/openAccess |
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