A relação com saber : professores de matemática e práticas educativas no ensino médio

Resumo

Democratize and to modernize the teaching just does not characterize in enrolling the students, but, in making them the opportunity to access the knowledge. In the last twenty years, a doubts whirl started to bestir me front to the realized paradoxes, sometimes in the exercise of the educational practice, sometimes by the pedagogical speeches or political pre-constituted by the system of the education state net. This put me to request answers, systematizing this study with base in the presupposes of Bernstein (1996), Bourdieu (2002, 2004), Charlot (2000, 2001, 2005), Kuenzer (2007), Lorenzato (2006), Santos (2008), Silva (2008) and another. The intention was to investigate the relation with teachers' Mathematics knowledge and the logic of how these teachers, in their classes in the Average Teaching, mobilize students' intellectual activity in the Centro de Excelência of Sergipe state net. The matters that led the study were: How will the relation with Mathematics teachers' knowledge be? What's the sense of teaching Mathematics? How the educational practices in the Mathematics classes happen, when it deals for educational innovation? In the analysis of the data it was possible to constitute a portrait of these three institutions, under the image revealed by an actors' set. Teach Mathematics demands develop in the student the incentive to the research, to the accomplishment of practices , showing them the importance of what a work of intellectual activity is. The relation with the activity, with the learning indicates the sense of teaching Mathematics for the teachers of these Centers. The teacher in its professional activity relates with the world, with the other and with itself. To overcome the diversities of this activity, it makes its pedagogical practice a marked and orderly space by rules with cognitive and social messages, sometimes implicit, sometimes explicit that are constituted in the relation that has with the Mathematics, in the relation with their colleagues, with their students and with the Centro de Excelência. The data gathering and analysis were systematized through interviews; questionnaires and by means of the focal group with the Mathematics teachers of the three Centers. Other sources also contributed: official documents, photographic records, articles etc.

Metadados

Veículo

Universidade Federal de Sergipe

Orientação

Bernard Charlot

Acervo

Teses e dissertações (BDTD/UFS)

Ano

2017

Idioma

por

Tipo

Dissertação

Texto completo

https://ri.ufs.br/handle/riufs/4620

Palavras-chave

Relação com o saber · professores de matemática · Ensino médio · Práticas educativas · Inovações educacionais · Relation with the knowledge · Mathematics teachers · Average teaching · Educational practices · Educational innovations · CNPQ::CIENCIAS HUMANAS::EDUCACAO

Fonte do metadado

ri-ufs

Exportar citação

@misc{souza2017a,
  title   = {A relação com saber : professores de matemática e práticas educativas no ensino médio},
  author  = {Denize da Silva Souza},
  year    = {2017},
  journal = {Universidade Federal de Sergipe},
  url     = {https://ri.ufs.br/handle/riufs/4620},
}

TY  - GEN
AU  - Denize da Silva Souza
TI  - A relação com saber : professores de matemática e práticas educativas no ensino médio
PY  - 2017
JO  - Universidade Federal de Sergipe
UR  - https://ri.ufs.br/handle/riufs/4620
AB  - Democratize and to modernize the teaching just does not characterize in enrolling the students, but, in making them the opportunity to access the knowledge. In the last twenty years, a doubts whirl started to bestir me front to the realized paradoxes, sometimes in the exercise of the educational practice, sometimes by the pedagogical speeches or political pre-constituted by the system of the education state net. This put me to request answers, systematizing this study with base in the presupposes of Bernstein (1996), Bourdieu (2002, 2004), Charlot (2000, 2001, 2005), Kuenzer (2007), Lorenzato (2006), Santos (2008), Silva (2008) and another. The intention was to investigate the relation with teachers' Mathematics knowledge and the logic of how these teachers, in their classes in the Average Teaching, mobilize students' intellectual activity in the Centro de Excelência of Sergipe state net. The matters that led the study were: How will the relation with Mathematics teachers' knowledge be? What's the sense of teaching Mathematics? How the educational practices in the Mathematics classes happen, when it deals for educational innovation? In the analysis of the data it was possible to co
ER  -