Navegando por Assunto "Professional development"

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Acesso aberto (Open Access)
Aprendizagens compartilhadas de formadores de professores: o caso da licenciatura integrada em educação em ciências, matemática e linguagens
(Universidade Federal do Pará, 2014-05-22) MACHADO JÚNIOR, Arthur Gonçalves; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/ 0000-0002-2704-5853
This work reports inquiry on practice of initial formation of teachers of the initial years of the Basic Teaching, developed by a community of teachers and formers of the Faculty of Mathematical Education and Scientific of the Institute of Mathematical and Scientific Education of the Federal University of the Pará. It is, therefore, an investigative journey of qualitative nature, in the modality of case studies, whose purpose is to identify, describe and understand how a community of trainers of teachers, in itself the seed stage, learn to develop professionally in their task of implementing a new course of teacher training Science, Mathematics and Languages for the initial years of elementary school, considering, in particular, the concept of community practice Lave and Wenger (1991), the perspective of social of learning Wenger (2001) and, professional development indicators presented by Imbérnon (2010). Defends the thesis that the mobilisation of knowledge and practices (re)constructed in interactions in the community produces professional knowledge of pedagogical practices and, in that process, participants will develop professionally in their tasks of training teachers for the early years of the elementary school. Over the twenty-six months we were in field, the practice of community, in focus, was accompanied through of registry audio and/or video and transcriptions of the narratives of the formers during the planning meetings, of study and evaluation of the training process, of interviews with trainers, through materials produced by the community and personal field notes, elaborated during the time we've been through "watching" the actions of the community. The captured material was treated and organized two axles, written in narrative episodes, which were mainly analyzed, not exclusively, from a rapprochement between the social theory of learning in communities of practice and the teachers learning communities and depth from the reflections on professional development. The narrative analysis of these materials reveal a practice produced in constant process of the negotiation of the concrete situations of work of the community.
Acesso aberto (Open Access)
A criação de problemas matemáticos na formação inicial do professor que ensina Matemática: a construção coletiva de uma prática de formação
(Universidade Federal do Pará, 2017-05-22) RAIVA, Vladimir Nassone Pedro; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
The research focus on the formation of the mathematics teacher and aims to investigate in which terms the experience in creating mathematics problems, with mathematics teachers-to-be, from their school experience and sociocultural context, focusing their carrier could generate their autonomy, enabling them to become reflexive professionals about their own practice and continuing their professional development. The following question was investigated: from which perspective the initial formal of the mathematics teacher, through mathematics problems creation, focusing his sociocultural context and school experience, can generate a new perspective about the practice and culture of the classroom, about mathematics, through the action reflection and the reflection about the action, enabling professional autonomy? In order to do that, I support the idea that creating mathematics problems, focusing in the sociocultural context and in the teachers-to-be schools experiences, in the action reflection and reflection about the action, having a special look to his carrier (for the action), generate the knowing of the pedagogical action, enables the elaboration of differenced practice, a significative learning and the continuing of his professional development, in an experimental research. Aiming to develop this research, I used, as methodological procedure, an action research or investigative action. The collaborators in this research were 8 mathematics teachers-to-be, in initial formation. The content of the research was mathematics research that were created by the teachers-to-be during the research, discussions and reflections, in pairs and with the class; they received in written form and an initial questionnaire. The questionnaire aimed to know believes of the teachers-to-be to narrow the research about the mathematics concept, mathematics problems, problem solving and experience with mathematics solving problems. Creating problems contributed to the teachers-to-be to be placed as authors of their own learning, authors of their own practice and questioning their believes and conceptions about being a mathematics teacher. Their experiences were brought to the reflections, tried, questioning the pedagogical tradition knowing. In this mathematics problem creation process and reflection, the teachers-to-be understood that the mathematics knowledge construction is a nonlinear process that presents many misunderstandings, due to its coming and going nature. When reflecting about creating their own mathematics problems, it was developed in them the autonomy, because they created the problems and reflected about them. Furthermore, the research enabled the teachers-to-be to become idealizers of practice and not only appliers of recipes outside the school, without the endorsement and reflection from the teacher’s community. This reflection process helped the teachers-to-be to see their own limitations and understand the necessity of reflecting more when demanding tasks from their future students. We constituted a moment to continue their professional development, having in mind that the previous knowledge are necessarily formative. This immersion enabled giving up the docent practices of the teachers-to-be that believed in a noncritical process, because it allowed interpretation, reinterpretation and systematization of past and present experiences. This result made the teachers-to-be look for the pedagogical knowledge about the content, from their limitation of experiences, either previous and the ones acquired during their current formation. They understood that it is possible to see mathematics from a different perspective, the mathematics applications, that are not restrict to numbers; that they can construct their own tasks, mobilizing the previous knowledge to their practice and enable the mathematics content learning.
Acesso aberto (Open Access)
Educação matemática e cognição corporificada em uma classe hospitalar: vivências partilhadas
(Universidade Federal do Pará, 2022-04-27) CAJANGO, Eunice Maria Figueira; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
This study aims to analyze how experiences shared by people who attend or have attended hospital classroom reverberate the relation between mathematics education and socio-sensory components, when mathematics education is considered from embodied cognition perspective and, thus, intertwined to the personal paths of pupils and educator. The other research participants are four students and a former student, all of them women, from a hospital class in Belém/PA. The data were produced through semi-structured interviews and pedagogical activities, and are grouped in two central themes: (re)signification of experiences in mathematics education and the intertwining of dialogical paths. Data analysis and discussion are based mainly on studies on pedagogical monitoring in hospital and home environments, as well on studies on mathematics education from the embodied cognition perspective. I believe that results throughout the research carried out the participants support the thesis that when socio-sensory elements are assumed as inseparable from teaching and learning, the experiences related to mathematics education in hospital classroom contribute to the entanglement of the pupils´ repertoire, as well as providing a movement of educator self-training.
Acesso aberto (Open Access)
Histórias de vidas: a vez e a voz dos professores
(Universidade Federal do Pará, 2013-04) COSTA, Roseli Araújo Barros; GONÇALVES, Tadeu Oliver
This article presents some “looks” on the teachers’ life history. In order to do so, we tried to define the notion of memory and collective memory, as well as differ it from history and narrative. When searching for this definition, the text shows that memory is a living thing and, when it is told, past and present get mixed in the present time. The narrative stories help us to bring order and coherence to our experience and give meaning to the events of our lives. History is the way we organize and reveal to the others what we recognize in our memory. The text indicates that it is important to take a look at the experiences the teachers go through in order to know more about their life history. Doing such a reflection, we might find answers and detect ways to support and obstacles aiming to achieve the professional development.