Navegando por Autor "BELO, Edileusa do Socorro Valente"

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Cartografias experienciais de formadores de professores de matemática: consciência de si e autoformação
(Universidade Federal do Pará, 2018-05-03) BELO, Edileusa do Socorro Valente; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
The personal dimension of the teacher is considered a constituent part of his professional identity, however, in what sense do personal experiences affect and transform our pedagogical practices? This research aimed to investigate the experiences of formers of mathematics teachers, seeking to understand self - formative processes produced by the formers from the reflection on their experiences. In order to achieve this, I developed the research with two formers of mathematics teachers from the Universidade Federal do Pará, which I followed in the courses Calculus I and Introduction to Real Analysis. I participated in their classes, recording them in audio and video; I used the field diary to record aspects of their practices, and then, when analyzing the field texts, understand the constituent experiences of their practices. From this, I propose dialogues with the formers seeking to delineate reflections expressed by them when questioned about these experiences. In methodological design, I opt for narrative research because of its characteristics of understanding the experiences and the emphasis on the continuity of these experiences throughout the subjects' lives. With the corpus of the research, I use Discursive Textual Analysis to perceive units of meanings and to construct analytical categories, called Experiential Nuclei. I argue that the process of teacher training of mathematics teachers can be motivated by the awareness that their experiences reflect, constitute and integrate their pedagogical practices, thus enabling teaching in higher education in mathematics based on the dialogical sense assumed by them, as subjects of themselves and their pedagogical practices. The research showed that in the pedagogical practices of the formers there are experiential nuclei that work as base elements /beacons for they deal with the student, with the mathematical knowledge, with the evaluative practices, in addition to everything that involves the teaching processes and that, when reflecting about their experiences, recognizes them as important substances to their current practices. So, (self) formative proposals directed to formers of mathematics teachers should consider the experiential nuclei and the knowledge of them emerging, because such knowledge consist the integral relations of the educational process of the formation of mathematics teachers and that, when developing a permanent process of critical reflection on their experiences, take on their self-learning process. As a result of the research process, I present three formative proposals based on experiential aspects evidenced by the research: Challenges outside the comfort area; The power of dialogue for self-awareness; and; Self-training through reflection on teaching practice.
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Professores formadores de professores de matemática
(Universidade Federal do Pará, 2012-04-01) BELO, Edileusa do Socorro Valente; MENDES, Maria José de Freitas; http://lattes.cnpq.br/4608940740054670; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668
This dissertation develops itself from the qualitative research and has as objective to analyze how the instructors comprehend the formation of mathematics teachers. The research is connected to the Program of Post-Graduation in Science Education and Mathematics (PPGECM) from the Institute of Mathematics Education and Scientific (IEMCI) of the Federal University of Pará (UFPA). The study involves eleven trainers from the Degree Course in Mathematics from the University Campus of Low Tocantins of the Federal University of Pará. The instruments used in the research are the questionnaires and the semi structured interviews, besides other documents like: The Pedagogical Design of the Course and the Lattes curriculum of the instructors. As theoretical framework, this work is mainly grounded on the studies made by Pimenta e Anastasiou (2005), Morosini (2001), Masetto (1998), Vasconcelos (2009), Gonçalves (2006), Cunha (2001), Chamlian (2009). The results of the research indicate that the formation process of the university teachers, in the specific case of the instructors of mathematics teachers, needs formative actions in order to enable to these professionals more comprehensive knowledge about teaching and its dimensions. This way allowingthe instructors of mathematics teachers to become able to reflect, comprehend and transform their formative practices in the teaching profession and the formation of future mathematics teachers.