As representações sociais das pedagogas/professoras sobre ensinar Matemática
The teaching of Mathematics by the pedagogue teacher is the focus of this work, before the need to investigate this universe, understand what are the challenges of this professional, indicate what has been discussed in the area and suggest, from our data, actions that can contribute for math teac...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/29455 |
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| Resumo: | The teaching of Mathematics by the pedagogue teacher is the focus of this work, before the
need to investigate this universe, understand what are the challenges of this professional,
indicate what has been discussed in the area and suggest, from our data, actions that can
contribute for math teaching. The Theory of Social Representations, by Serge Moscovici
(1961), constitutes the theoretical and methodological contribution of the study. The objective
is to analyze the Social Representations of the pedagogues teachers egressed from the
Pedagogy course of Universidade Federal do Rio Grande do Norte, about math teaching. For
data collection, 20 (twenty) semi-structured interviews were carried out and 76 questionnaires
were answered, with the intention of viewing the group's profile. The analysis of the
discursive material of the interviews is based on the interpretive axis of Arruda (2005). As a
result of the analysis process, we had the categories Academic-professional training and
Teaching of Mathematics. From the first category, the themes emerged: Initial and continued
training and Professionalization; of the second, the theme Factors that interfere in the teaching
of Mathematics. In the discursive analysis about initial and continuing education, the
following aspects were raised by the participants: fragility in the feeling of belonging as a
teacher who teaches mathematics; little space for teaching mathematics in the Pedagogy
course; different formative models for teaching mathematics in the same course; difficulty in
transposing the relationship between theory and practice; the need for a humanized teaching
practice and; the emphasis given to continuing education as a possibility to respond to gaps in
the teaching of mathematics. In the Professionalization theme, references were made to
professional experiences (paid internships, PIBID, study and research groups, self-training
and autonomy within educational institutions) and to the teachers' personal trajectory and its
implications for the teaching of Mathematics. The category Factors that interfere in the
teaching of Mathematics talked about items that can intervene, positively or negatively, in this
teaching. The following points were highlighted: the difficulties of male and female teachers
with the contents of Mathematics, the use of trends in Math Education, the relationship built
with this discipline during the schooling process, the pedagogical strategies developed, the
infrastructure of the schools, the profile for teaching mathematics and the space of this area of
knowledge in the Pedagogy course at UFRN. We found that Social Representations can act as
obstacles to the training process; there are subjective aspects that tend to be represented
through the reported emotions; there are different training models; the relationship between theory and practice is pointed out as a necessity by the participants. We suggest, in our
considerations, that the training institution continues to progress and thinking about the
curricular structure in order to allow the transposition of theory to practice, integrating
Mathematics during the course and working with the specific contents and trends for Math
Education. |
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