Forma??o docente e conhecimento profissional: desafios para o ensino da matem?tica na EJA

• Main Author: Silva, Tacio Vitaliano da
• Other Authors: 13604759404
• Language: Portuguese
• Published: Universidade Federal do Rio Grande do Norte 2016
• Subjects: CNPQ::CIENCIAS HUMANAS::EDUCACAO; EJA; Conhecimentos profissionais; Aprendizagem; Forma??o; Saberes docentes
• Online Access: http://repositorio.ufrn.br/handle/123456789/19649

Submitted by Automa??o e Estat?stica ([e-mail]) on 2016-01-20T21:13:37Z No. of bitstreams: 1 TacioVitalianoDaSilva_TESE.pdf: 4270267 bytes, checksum: db2e694d22b8af3b71bc830d0a513533 (MD5) === Approved for entry into archive by Arlan Eloi Leite Silva ([e-mail]) on 2016-01-22T19:31:28Z (GMT) No. of bitstreams: 1 TacioVitalianoDaSilva_TESE.pdf: 4270267 bytes, checksum: db2e694d22b8af3b71bc830d0a513533 (MD5) === Made available in DSpace on 2016-01-22T19:31:28Z (GMT). No. of bitstreams: 1 TacioVitalianoDaSilva_TESE.pdf: 4270267 bytes, checksum: db2e694d22b8af3b71bc830d0a513533 (MD5) 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