Banca de DEFESA: JAMERSON DOS SANTOS PEREIRA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : JAMERSON DOS SANTOS PEREIRA
DATA : 06/08/2019
HORA: 14:00
LOCAL: Auditório I da FACED
TÍTULO:

LEARNING OF FUTURE MATH TEACHERS: A LOOK AT SOCIAL PRACTICE AND IDENTITY

PALAVRAS-CHAVES:

Learning. Social practice. Identity. Teaching of Geometry. Professional development.

PÁGINAS: 140
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Tópicos Específicos de Educação
ESPECIALIDADE: Educação Permanente
RESUMO:

This work aimed to investigate how the learning process of mathematics teachers in initial formation happens when they engage in learning practices in a discipline on geometry and that aims at teaching in Basic Education. At this point, we sought inspiration from the theoretical assumptions of Etienne Wenger's (1998) social learning theory and some aspects of the situated learning perspective, through which we understand a possible characterization of learning through two theoretical constructs: social practice and identity. Notably, these two elements were able to describe part of the dynamics of learning processes, pointing them as a possible basis and characterization for the professional development of future geometry teachers, by the close relationship between the dimensions of what / how we do and who we can be in the process. For that, the classes of a discipline of a public university in the interior of Bahia were analyzed qualitatively. The data were produced by observation recorded in audio and video and recorded by the researcher by logbook, as well as by conducting interview at the beginning and end of the discipline. The results suggest the delineation of differentiated ways of learning and teaching geometric concepts, thus demarcating rich processes in their learning histories that are negotiated in the situations to which they were submitted. Therefore, the conclusion points to the need to delegate to the future teacher to negotiate in the act of his own participations and reifications when using the concepts of geometry, that is, the future teacher must investigate, question and raise hypotheses about "doing" in "doing" ". This movement collaborates in the sense of demarcating learning with an emphasis on the negotiation of meanings of geometry teaching situations in Basic Education as a natural, necessary and constant action, corroborating the perspective of the development of the subject throughout life.

MEMBROS DA BANCA:
Presidente - 2226324 - ANDREIA MARIA PEREIRA DE OLIVEIRA
Interno - 388.052.785-72 - ELDER SALES TEIXEIRA - UEFS
Interno - 2998326 - LYNN ROSALINA GAMA ALVES
Externo à Instituição - VINÍCIUS PAZUCH - UFABC
Externo à Instituição - MÁRCIA CRISTINA DE COSTA TRINDADE CYRINO