Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-03-15T13:54:11Z
No. of bitstreams: 1
Caroline Tavares de Souza.pdf: 2045225 bytes, checksum: 56f34b65d5843e51c9a325d1c4715ef5 (MD5) / Approved for entry into archive by Tatiana Lopes (tatiana.lopes@pucrs.br) on 2018-03-23T13:31:22Z (GMT) No. of bitstreams: 1
Caroline Tavares de Souza.pdf: 2045225 bytes, checksum: 56f34b65d5843e51c9a325d1c4715ef5 (MD5) / Made available in DSpace on 2018-03-23T13:38:51Z (GMT). No. of bitstreams: 1
Caroline Tavares de Souza.pdf: 2045225 bytes, checksum: 56f34b65d5843e51c9a325d1c4715ef5 (MD5)
Previous issue date: 2017-12-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Mathematics learning is a challenge in students? academic lives, although its importance in society has never been so significant and necessary as from the advancement of digital technologies. It is believed that problems related to the learning of mathematics have their origin in the early years of elementary school, where students are expected to learn the basis of mathematical knowledge. However, evidence found in this study points out that the teacher who is in the classroom at this stage, in most cases, does not have the necessary training related to the concepts and mathematical contents necessary to teach mathematics in a contextualized and creative way. The insufficient training related to Mathematics in the undergraduate courses in Pedagogy causes to teachers who already work or will work in schools, in the early years, gaps that are not healed in their initial training. It is assumed that students of Pedagogy know such contents and that they have been acquired in their formation in elementary school, prior to their admission in the undergraduate course, a fact that does not seem to be confirmed. This idiosyncrasy ends up passing on responsibility for this training to the student of Pedagogy and not to the undergraduate course. This qualitative-exploratory research, supported by a case study involving invited teachers from public and private schools in the Porto Alegre and professors of Pedagogy undergraduate courses, aimed to investigate the formation of pedagogues, regarding the teaching of Mathematics in the early years of elementary school, trying to identify possible gaps and alternatives of continuing education, especially those who have access to the use of open digital spaces / resources. Some of the theoretical references used are: Tardif, N?voa, L?vy, Prensky, Lorenzato and Nacarato. As a result of this research, it is highlighted the approach given in the undergraduate courses in Pedagogy focused on the methodological aspects of mathematics teaching, not contemplating the specific training of the mathematical contents that will be taught by these teachers. The study also emphasized that open digital spaces / resources are not being discussed and / or used in teachers? training in the early years of elementary school, so it is difficult to use these spaces and resources in both continuing education and teaching practice. Something significant that was found in the research was that there are mathematics laboratories in some private schools, which rely on materials and specialists to support mathematics teaching as well as teacher training. Another interesting data found in the research was the continuing education in service, especially in private schools, something that helps in the reconstruction and re-signification of teacher's relationship with Mathematics, allowing him/her to teach a different way of how he/she learned. It is expected that this study has provided elements for a reflection on the need to revise the curricula of Pedagogy courses in a broader perspective than just the inclusion of one or more subjects dealing with mathematical contents. Also, it is expected that this research points out alternatives for teachers or future teachers on how to look for complementary training using the open digital spaces / resources available online. / A aprendizagem de Matem?tica reside como um desafio na forma??o dos estudantes, embora sua import?ncia na sociedade nunca tenha sido t?o significativa e necess?ria como a partir do avan?o das tecnologias digitais. Acredita-se que os problemas relacionados ? aprendizagem de Matem?tica tenham sua origem nos anos iniciais, em que se espera que os estudantes aprendam a base do conhecimento matem?tico. No entanto, as evid?ncias encontradas nessa investiga??o apontam que o professor que est? em sala de aula, nesta etapa, na maioria dos casos, n?o possui a forma??o relacionada aos conceitos e conte?dos matem?ticos necess?rios para ensinar Matem?tica de forma contextualizada e criativa. A forma??o insuficiente relacionada ? Matem?tica nos cursos de Licenciatura em Pedagogia faz com que os docentes que j? atuam ou ir?o atuar na escola, nos anos iniciais, apresentem lacunas que n?o s?o sanadas na sua forma??o inicial. Pressup?e-se que os estudantes de Pedagogia saibam tais conte?dos e que esses tenham sidos adquiridos na sua forma??o b?sica, pregressa ? sua entrada no Ensino Superior, fato este que n?o se confirma. Esta idiossincrasia acaba repassando a responsabilidade para esta forma??o ao pr?prio estudante de Pedagogia e n?o para seu curso. Esta pesquisa de cunho qualitativo-explorat?ria, apoiada em estudo de caso envolvendo professores convidados de escolas p?blicas e privadas do munic?pio de Porto Alegre e professores formadores dos cursos de Licenciatura em Pedagogia, buscou investigar a forma??o dos pedagogos, no que tange ao ensino de Matem?tica nos anos iniciais, visando identificar poss?veis brechas e alternativas de forma??o continuada, especialmente aquelas que contemplam o uso de espa?os/recursos digitais abertos. Dentre os referenciais te?ricos utilizados, destacam-se: Tardif, N?voa, L?vy, Prensky, Lorenzato e Nacarato. Como resultado desta investiga??o, destaca-se a abordagem dada nos cursos de Licenciatura em Pedagogia voltada aos aspectos metodol?gicos do ensino de Matem?tica, n?o contemplando a forma??o espec?fica dos conte?dos matem?ticos que ser?o ensinados nos anos iniciais. A pesquisa tamb?m destacou que os espa?os/recursos digitais abertos n?o est?o sendo discutidos e/ou utilizados na forma??o do professor de anos iniciais, dificultando, assim, a sua utiliza??o tanto para a forma??o continuada quanto para a pr?tica docente. Um achado significativo na pesquisa foi a presen?a dos laborat?rios de Matem?tica nas escolas privadas, as quais contam com materiais e especialistas como suporte ao ensino de Matem?tica, bem como ? forma??o docente. Outro achado da pesquisa foi a forma??o continuada em servi?o, de modo especial nas escolas privadas, que auxiliam na reconstru??o e ressignifica??o da rela??o do professor com a Matem?tica, permitindo que ele ensine de um modo diferente de como aprendeu. Espera-se que esta investiga??o tenha fornecido elementos para uma reflex?o acerca da necessidade de revisar os curr?culos de forma??o da Pedagogia numa perspectiva mais ampla do que apenas a inclus?o de uma ou mais disciplinas tratando de conte?dos matem?ticos. E, tamb?m, apontar alternativas para que docentes ou futuros docentes busquem forma??o complementar usando os espa?os/recursos digitais abertos dispon?veis na internet.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/7901 |
| Date | 21 December 2017 |
| Creators | Souza, Caroline Tavares de |
| Contributors | Giraffa, Lucia Maria Martins |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, Brasil, Escola de Humanidades |
| 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 | -8451285793228477937, 500, 500, 500, 600, -6557531471218110192, -240345818910352367, 2075167498588264571 |
Page generated in 0.003 seconds