Mestrado em Ensino na Educação Básica

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Nível: Mestrado Acadêmico
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Navegando Mestrado em Ensino na Educação Básica por Assunto "4.º e 5.º anos"

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    Café com matemática : representações de professores do 4° e 5° anos do ensino fundamental num processo de formação continuada sobre conteúdos e metodologias
    (Universidade Federal do Espírito Santo, 2019-05-21) Oliveira, Alice Venturini; Fassarella, Lúcio Souza; Cesana, Andressa; Siqueira Filho, Moysés Gonçalves
    An ethnographic case study of a qualitative nature that aims at a continuing education for 4th and 5th grade teachers, called "Coffee with Mathematics". It seeks to answer the guiding question: What representations of 4th and 5th grade teachers of Elementary Education emerge from a process of continuous formation in Mathematics? Its main objective is to describe and analyze the representations that emerged from teachers working in the municipality of Jaguaré-ES, when immersed in a process of continuous formation in Mathematics. It has specific objectives a) to indicate the adversities of the pedagogical practice evidenced by the teachers of the 4th and 5th year who need to work with Mathematics; b) to verify the didacticmethodological potential of Mathematics teaching in Elementary School; c) discuss and reflect with the participants on the four blocks of Mathematics contents that are part of the 4th and 5th years of Elementary School curriculum: numbers and operations, magnitudes and measures, information processing and Geometry. Its theoretical foundations are the assumptions of Cultural History, the concepts of representation, practice and appropriation of Roger Chartier, as well as the strategies and tactics of Michel de Certeau. Establishes a dialogue on school culture according to Dominique Julia. It uses for data collection a questionnaire, applied at the beginning of the training, and participant observation, with record in logbook during all the meetings of the course. It concludes that teachers teach the way they learned in childhood and school adolescence; about continuing education, use ready-made models of activities to apply in the classroom; on evaluation, assign scores to students' output, but present doubts when performing this task; about the profession, understand the teacher as transmitter of knowledge. Teachers are not fully aware of their autonomy and seek to attend school curricula and external tests, but the training process allows for reflection on the practice and possibility of change.