Banca de DEFESA: ILVANETE DOS SANTOS DE SOUZA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ILVANETE DOS SANTOS DE SOUZA
DATE: 03/02/2022
TIME: 17:00
LOCAL: Remoto
TITLE:

Three studies on ProfMat: pedagogical message, recontextualization, and the approach of mathematical concepts

KEY WORDS:

Pedagogical Practice; Professional Master's Degree in National Network; Educate Mathematically; Recontextualization; Mathematics Teachers.

PAGES: 130
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This research had as object of study the participation of teachers in a class of the Professional Master's Degree in Mathematics in a National Network (ProfMat). The thesis is organized in a multipaper format consisting of a collection of three articles and to understand this participation, three objectives direct the research: Identify and characterize which messages from mathematics education are communicated in pedagogical practice in the context of a class of the Professional Master's Degree in Mathematics in Network National; Characterize the texts that circulate in the pedagogical practice of basic education, which are recontextualized from the pedagogical practice of a ProfMat class; To analyze how mathematical concepts present in basic education programs are carried out in a class of the Professional Master's Degree in Mathematics program in the National Network. This is an empirical research with a qualitative approach. For data production, classroom observation, interviews and document analysis were used as procedures. The observations were the priority form of data production, and took place in two stages: the first stage comprised a single class of a ProfMat pole, in this context, all classes of the disciplines were observed: Numbers and real functions; Discrete Mathematics; Geometry and Arithmetic. In the second stage, we observed two primary education classrooms of Elementary School-Final Years in two different schools, one municipal school and the other state school. The way of recording the observations was through records in the field diary. In this research, the data were analyzed from the concepts of Basil Bernstein's theory. The results of the first article suggest different forms of selection, sequencing and matching of pedagogical practice, in addition to a variation in framing, tending towards stronger or weaker. The second article points out that the messages about educating mathematically observed reinforce the purpose set out in the official documents of the program that the “improvement of pedagogical practice” takes place through the “deep mastery of mathematical content”. Evidence of recontextualization in pedagogical practices, from the texts that circulate in this training program, are shifted to pedagogical practice in basic education with two purposes: to incorporate them into pedagogical practices or to deny them. And that the emphasis on academic mathematics and the little relationship with the context of the basic education classroom may favor texts from this program being denied by teachers. Finally, in the last article, the results reinforce the gap between the achievements of mathematical concepts in this program in relation to basic education, as there is no space for discussions on how teachers perform these concepts in the Final Years of Elementary and High School, which denotes a strong insulation and the maintenance of hierarchies for the production of legitimate text.

BANKING MEMBERS:
Presidente - 1745317 - JONEI CERQUEIRA BARBOSA
Interna - 2226324 - ANDREIA MARIA PEREIRA DE OLIVEIRA
Externa à Instituição - ANA VIRGINIA DE ALMEIDA LUNA - UEFS
Externa à Instituição - MARIA RACHEL PINHEIRO PESSOA PINTO DE QUEIROZ - UNEB
Externo à Instituição - VICTOR AUGUSTO GIRALDO - UFRJ