Banca de DEFESA: JOÃO DA CRUZ NEVES SILVA NETO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JOÃO DA CRUZ NEVES SILVA NETO
DATE: 20/11/2023
TIME: 14:30
LOCAL: RNP - Online
TITLE:

TEACHERS WHO TEACH MATHS AND CHALLENGE THE PARADIGM OF PRACTICE: AN ANALYSIS OF EXPERIENCES IN TEACHING LEARNING CONTEXTS

KEY WORDS:

Critic Mathematics Education; Experiences; Innovation zone; Teacher education; Teacher learning; Social practice; Social Learning Theory.

PAGES: 87
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SUMMARY:

The present master's dissertation focuses on the experiences and learning that led to changes in
the professional practice of mathematics teachers. This work takes on a multipaper format,
organized into two distinct studies, guided by the following objectives: to understand how
mathematics teachers in basic education relate their experiences to their learning aimed at
challenging the exercise paradigm; and to understand how these teachers describe how they
reconcile the challenge to the exercise paradigm with the school pedagogical practice in which
they participate as educators. The data for these qualitative studies were generated through
semi-structured interviews with six mathematics teachers in basic education, selected from a
questionnaire administered to participants of the XIX National Mathematics Education Meeting
(ENEM). The analyses indicate that these educators relate the way they challenge the exercise
paradigm in the school context to a dynamic learning process that involves diverse and shared
practices. Furthermore, the analyses also suggest that teachers reconcile the ways in which they
deviate from traditional teaching with school pedagogical practice, primarily through an
attitude of experimentation. This approach allows them to overcome limitations, seize
opportunities, and transform adversities in the school context into circumstances favorable to
challenging the exercise paradigm. Thus, we highlight the relevance of the articulation between
teachers' life experiences and initial and continuing education courses and programs, so that
different modes of professional practice may be offered to them. Finally, the data also point to
the importance of teacher training that is more attentive to school pedagogical practice and that
encourages teachers' experimentation attitude.

COMMITTEE MEMBERS:
Presidente - 1745317 - JONEI CERQUEIRA BARBOSA
Interna - 2226324 - ANDREIA MARIA PEREIRA DE OLIVEIRA
Externa à Instituição - RITA SANTOS GUIMARÃES - UFABC