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Previous issue date: 2013-04-18 === Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES === No ?mbito da Educa??o de Jovens e Adultos, um dos desafios da forma??o docente ?
fornecer subs?dios para compreender e atuar no ensino da matem?tica. Percebe-se o
quanto ? espec?fico o ensino nessa modalidade e como tal ensino ? carente de uma
forma??o adequada e s?lida na ?rea desse saber. Um dos maiores problemas que afeta
essa modalidade de ensino ? a evas?o, o abandono e os altos ?ndices de reprova??o e
desmotiva??o dos alunos. Da?, a necessidade de se prover um profissional com perfil
diferenciado para ensinar aos jovens e adultos de maneira que sejam capazes de
mobilizar conhecimentos did?tico-pedag?gicos, metodologias e referenciais te?ricos
que sirvam como base para a pr?tica docente desenvolvida na escola. Esta tese tem o
objetivo de investigar como o professor de matem?tica, que atua na EJA do Ensino
Fundamental, desenvolve sua a??o did?tica e pedag?gica, e que conhecimentos
profissionais mobiliza para ensinar? Ressalta-se a import?ncia da forma??o inicial e
continuada e da profissionaliza??o docente voltada aos professores dessa espec?fica
modalidade de ensino, quando devem ser os professores os protagonistas do seu
desenvolvimento profissional. O percurso metodol?gico iniciou-se com um
levantamento bibliogr?fico, em seguida a pesquisa ancorou-se principalmente, nas
ideias de Gauthier, Nu?ez e Ramalho (2004); Imbern?n (2011); Garcia (2006);
Perrenoud (2000); Tardif (2007); Haddad, Di Pierro (2000); D?ambr?sio (2002);
Mendes (2006; 2009); Freire (1996; 2011); e demais te?ricos e documentos oficiais do
campo da EJA, no pa?s e no exterior. O referido trabalho nos remete ? compreens?o do
momento atual a partir de uma incurs?o nos aspectos hist?ricos, conceituais e das
pol?ticas educativas de EJA, assim como a forma??o, a profissionaliza??o, os saberes e
as compet?ncias necess?rias ao exerc?cio profissional. Em seguida, definiu-se, guiados
pelo objeto de estudo, os sujeitos e o l?cus da pesquisa e tamb?m o instrumento de
coleta de dados. Para consolida??o do estudo foi selecionada uma amostra composta de
27 professores de Matem?tica, atuantes na EJA da Rede municipal de Ensino da cidade
do Natal. A pesquisa de cunho investigativo, se insere nas abordagens quantitativa e
qualitativa centrada nas respostas dos sujeitos pesquisados a partir da an?lise de
conte?dos de Bardin (1977). Os resultados oriundos das an?lises revelaram que a
forma??o inicial do professor de matem?tica da EJA precisa ser reconfigurada de modo
a formalizar a base de conhecimentos profissionais (dos conte?dos matem?ticos, da
did?tica e dos saberes profissionais), Desse modo o estudo prop?e que essa base de
conhecimentos seja incorporada na pr?tica pedag?gica desses professores, para que haja
uma completude do processo do ensino e da aprendizagem dos jovens e adultos. O
estudo tamb?m aponta que h? uma necessidade dos professores participarem de uma
forma??o continuada que priorize planejar situa??es de aprendizagem dos conte?dos
matem?ticos considerando os conhecimentos pr?vios dos alunos. As an?lises
conclusivas, logo, indicam que, o conhecimento da matem?tica e as estrat?gias did?ticopedag?gicas
a serem mobilizadas pelo professorado devem ser capazes de motivar o
alunado de tal maneira, que estes sintam necessidade de incorporar em seus
conhecimentos, saberes matem?ticos capazes de torn?-los com maior chance de ter
acesso aos benef?cios sociais, econ?micos e do mundo do trabalho === As for the Education for Youth and Adult (EYA), the challenge of training these
teachers is to provide tools to understand and act on the teaching of mathematics. It is
realized just how special education in this modality and as such teaching is lacking in an
adequate and solid training in the area of knowledge. One of the major problems
affecting this type of education is the high dropout and failure rates, and lack of
motivation among students. Thus the need to provide differentiated profile with a
professional to teach youth and adults students, so that they are able to mobilize
didactic-pedagogic knowledge, methodologies and theoretical frameworks that serve as
a basis for school-developed teaching practice. This thesis aims to investigate how the
math teacher, who acts in adult education from elementary school, has developed its
didactic and pedagogical action, and that professional knowledge has been mobilized to
teach? It has highlighted the importance of initial and continuing training and
professionalization of teachers dedicated to this specific type of education, when
teachers should be the protagonists of their professional development. The
methodological approach was begun with a literature review, then the research was
anchored mainly on the ideas by Gauthier, Nu?ez and Ramalho (2004); Imbernon
(2011), Garcia (2006); Perrenoud (2000); Tardif (2007 ); Haddad, Di Pierro (2000),
D'Ambrosio (2002), Mendes (2006, 2009), Freire (1996, 2011), and other theorists and
official documents of field of adult education here and abroad. That work leads us to the
understanding of the present moment from a foray into historical and conceptual
aspects, as well as educational policies of EYA, as well as training, professionalism,
knowledge and skills necessary for professional practice. Then, the subjects and the
locus of research and the instrument for data collection were set up and led by the object
of study. To consolidate the study was selected a sample of 27 mathematics teachers,
working in municipal EYA Network Teaching of Natal. This research is in an
investigative nature, within the quantitative and qualitative approaches focused on the
responses of study subjects from the content analysis by Bardin (1977). Results from
the analyzes have revealed that the initial training of mathematics teachers of adult
education needs to be reconfigured in order to formalize the knowledge base of
professionals (the mathematical content, didactics and professional knowledge). Thus
the study suggests that this base knowledge is embedded in the pedagogical practice of
these teachers, so that there is a completion of the teaching and learning process for
young people and adults. The study also has pointed out that there is a need for teachers
to participate in a continuing education plan that prioritizes learning situations of
mathematical content considering the previous knowledge of the students. The final
analyses thus indicate that knowledge of mathematics and the didactic and pedagogical
strategies to be mobilized by teachers must be able to motivate the students in such a
way that they feel need to incorporate in their knowledge, mathematical knowledge
capable of making them more likely to have access to social, economic and labor
market
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