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Previous issue date: 2012-12-12 / Nenhuma / Esta tese problematiza a formacao de professores que ensinam matematica nos anos iniciais a partir de um Curso de Formacao de Professores de Nivel Medio de uma Escola do interior do Rio Grande do Sul, nas decadas de 1960 a 2000, considerando algumas aproximacoes dos estudos foucaultianos, da area da educacao e da area de educacao matematica. As questoes que orientaram a pesquisa sao: de que forma os saberes matematicos constituiram as praticas de ensino de matematica de nivel medio (Normal/Magisterio) do Curso de Formacao analisado? Que praticas de ensino de matematica operaram na formacao de professores de anos iniciais no periodo analisado? Para dar conta de tais questoes, as ferramentas analiticas ?\praticas discursivas de formacao., ?\regimes de verdade. e ?\jogos de verdade. foram se constituindo juntamente com as analises do material, que consistiu de: um livro de atas de estagio, oito entrevistas com professores que trabalharam no Curso, quatro questionarios com supervisoras de estagio, um caderno de planejamentos, um Programa Experimental de Matematica, duas apostilas de planejamentos e duas propostas de estagio. Do exercicio de analise empreendido, resultaram dois movimentos, nomeados como regimes e jogos de verdade. No primeiro, sao apresentados os regimes de verdade constituidos na producao do desenvolvimento do raciocinio e do comportamento, a partir da alianca entre a psicologia e a pedagogia, no final do seculo XIX e inicio do seculo XX, no sentido de investir em praticas voltadas ao desenvolvimento do raciocinio, a producao de um sujeito inteligente, a aprendizagem de conceitos, ao uso do material concreto, ao raciocinio logico. No segundo movimento, os jogos de verdade e uma politica de verdade enfatizam as praticas de ensino de matematica voltadas aos discursos das pedagogias centradas na crianca, na pedagogia critica, em que a enfase esta em ensinar a partir do interesse da crianca, do tema gerador, da globalizacao e da realidade do aluno. Esses jogos de verdade produzem efeitos na formacao de professores, produzindo outra matematica, que assume a funcao de luta politica e esclarecimento de consciencias, tanto de alunos quanto de professores. Com essas praticas, produzem-se outros modos de ver e de dizer a matematica, o professor e o aluno. Dessa forma, a analise empreendida permitiu argumentar que as praticas de ensino de matematica nos anos iniciais constituem e sao constituidas por jogos de verdade que envolvem as concepcoes de conhecimento cientifico, de matematica, de ensino de cada epoca e de sujeito, articuladas pela razao de um Estado governamentalizado. / From approximations to both Foucauldian studies and investigations in the areas of education and mathematical education, this thesis problematizes the education provided by a Teaching Course from 1960 to 2000 in a countryside high school in Rio Grande do Sul to teachers who teach mathematics to the early grades. The questions that have guided this research are the following: How did mathematical knowledge constitute the mathematics teaching practices of the high school Teaching Course analyzed? Which mathematics teaching practices operated on the education of early grade teachers in the period analyzed? In order to address these questions, the analytical tools of ‘discursive education practices’, ‘regimes of truth’ and ‘games of truth’ were considered along the analysis of the material, which consisted of the following: a training record book, eight interviews with teachers that taught the Course, four questionnaires applied to training supervisors, a planning notebook, a Mathematics Experimental Program, two planning booklets and two training proposals. Two movements resulted from the analysis, and they were named as regimes and games of truth. The first one is related to regimes of truth constituted in the production of the development of reasoning and behavior, from the alliance between psychology and pedagogy in the late nineteenth century and early twentieth century by investing in practices directed to reasoning development, production of intelligent subjects, concept learning, use of concrete material, and logical reasoning. In the second movement, the games of truth and a politics of truth emphasize mathematics teaching practices directed to discourses of pedagogy centered on the child, in the critical pedagogy, in which the emphasis has been put on teaching from the child’s interest, the generating topic, the globalization and the student’s reality. Such games of truth have produced effects on teacher education by producing other kind of mathematics, one that assumes the function of political struggle, of enlightenment of consciences of students and teachers. With these practices, other ways of regarding and talking about mathematics, teachers and students have been produced. The analysis has led to the argument that the mathematics teaching practices of early grades both constitute and are constituted by games of truth, involving the conceptions of scientific knowledge, mathematics knowledge, teaching knowledge and subject in different times, and such conceptions are articulated by the reason of a governmentalized State.
| Identifer | oai:union.ndltd.org:IBICT/oai:www.repositorio.jesuita.org.br:UNISINOS/3346 |
| Date | 12 December 2012 |
| Creators | Pozzobon, Marta Cristina Cezar |
| Contributors | http://lattes.cnpq.br/2961121430255733, Fabris, Elí Terezinha Henn |
| Publisher | Universidade do Vale do Rio dos Sinos, Programa de Pós-Graduação em Educação, Unisinos, Brasil, Escola de Humanidades |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UNISINOS, instname:Universidade do Vale do Rio dos Sinos, instacron:UNISINOS |
| Rights | info:eu-repo/semantics/openAccess |
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