Banca de DEFESA: NEOMAR LACERDA DA SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : NEOMAR LACERDA DA SILVA
DATA : 02/06/2021
HORA: 14:00
LOCAL: https://conferenciaweb.rnp.br/events/defesa-de-neomar
TÍTULO:

Literacy practices and teachers who teach mathematics: participation and learning

PALAVRAS-CHAVES:

Literacy practices. Social practice. Participation. Learning. Training of teachers who teach mathematics. Reading and writing

PÁGINAS: 138
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

The present research had as a general theme the participation of teachers who teach mathematics in literacy practices. The context of this study was a community of teachers who teach mathematics in the final years of elementary school in a public school system. The community met weekly at the school unit in order to carry out studies and lesson planning. To understand participation, four objectives guided the development of this research: Identify and describe the engagement in literacy practices in which teachers who teach mathematics participated; Identify and describe the negotiation of meanings in literacy practices in an enterprise in which teachers who teach mathematics participated; Analyze and characterize the identity constitution of teachers who teach mathematics participating in literacy practices; Identify and analyze the learning of teachers who teach mathematics participating in literacy practices. Based on these objectives, we use a qualitative approach, whose data were produced through observations, interviews and documents and inspired by theoretical constructs from the sociocultural perspective of literacy (such as literacy events and literacy practices) and constructs from Social Theory of Learning , by Etienne Wenger, (such as engagement, negotiation of meanings, identity and learning), we analyze interactions in order to promote a theoretical understanding of the participation of teachers in uses of reading and writing practices in the context of these meetings. The results indicate that the participation of teachers in literacy events and practices promoted learning related to reading and discussing texts, reading and analyzing tasks and the elaboration of class narratives. These learnings occurred as a consequence of participating in a social practice and at the confluence of the following processes: (a) engaging both in literacy events that organized the repertoire and in literacy practices legitimized and valued by the community; (b) in the negotiation of meanings to select and implement tasks according to the context of the classes and in reference to specific, recognized and valued ways of developing tasks and elaborating narratives; and (c) in the constitution of identities as insiders in practices of use of reading and writing specific to the context, to socialize and be recognized as participants. The analysis of participation and learning suggests that they were constitutive of the organization of own practice of what is read and written and of the way it was carried out in that context. As an implication, these results suggest that participation and learning in reading and writing practices followed from the perspective of teacher literacy, in which members sought to socialize to assume the condition of teachers who teach mathematics. By indicating that participation in reading and writing practices in that context promoted teachers' learning, we envision the possibility of these results generating reflections for future research, training contexts and public policies in organizing spaces that recognize and enable the role of teachers in the undertaking of their training.

MEMBROS DA BANCA:
Presidente - 2226324 - ANDREIA MARIA PEREIRA DE OLIVEIRA
Interno(a) - 1745317 - JONEI CERQUEIRA BARBOSA
Interno(a) - 630.606.043-04 - MARLECIO MAKNAMARA DA SILVA CUNHA - UFAL
Externo(a) à Instituição - ADAIR MENDES NACARATO - USF
Externo(a) à Instituição - MARIA DA CONCEIÇÃO FERREIRA REIS FONSECA - UFMG