Banca de DEFESA: MARIA DO ROSÁRIO PAULINO FERNANDES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MARIA DO ROSÁRIO PAULINO FERNANDES
DATE: 15/02/2023
TIME: 10:00
LOCAL: Centro Acadêmico do Agreste
TITLE:

THE CONTINUOUS TRAINING OF MATHEMATICS TEACHERS, an awakening to the double dimension of the didactic link and the double demand of the student of popular origin

KEY WORDS:

Continuing education; Mathematics Teacher; Relation to knowledge; Actancial Self-Reflective Narrative.

PAGES: 176
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research aims to contribute to the mobilization to the knowledge of the student of popular origin by the bias of the continued education of the mathematics teacher in the simultaneous care of the dimensions, epistemic and anthropo-pedagogical, of the relationship to knowledge. This objective was guided by the following question: how to train mathematics teachers to construct a teacher-student relationship that simultaneously meets the epistemic and anthropo-pedagogical dimension of the relationship to knowledge? We based this study on the research by Bernard Charlot, on the double requirement of the student of popular origin, epistemic and anthropo-pedagogical requirement, and Claudine Blanchard-Laville, related to the double dimension of the didactic bond, link with teaching knowledge and relational bond with the student. This study is organized in multipaper format. This collection consists of four self-contained articles. In the first article we conducted a theoretical study through conceptual analysis, to articulate theorizations that may corroborate the continued formation of the mathematics teacher in triggering mobilization to the knowledge of the student of popular origin. In the second and third articles we used the Mapping in Educational Research (horizontal and vertical mapping), objecting, respectively, to outline the panorama of scientific production about the continuing education of mathematics teachers in Brazil to the construction of a corpus of analysis. With this corpus we investigate in the Brazilian academic production the focus of the continuing education of mathematics teachers. In the fourth article we conducted a case study of the researcher of this work, with the exploratory technique of the Actancial Self-Reflective Narrative, aiming to analyze the scenarios and elements of construction of the relationship to knowledge in the formative trajectory of a teacher of popular origin. As the main result we have that, the Southeast region is the main niche of academic production, in the stricto sensu scope. The continued training of teachers, although with some changes, remains centered on technical rationality. The process of constitution of the being a teacher takes place beyond this bias. With the case study, we conclude provisionally that the methodology of the actancial self-reflective narrative, by providing the distancing of the teacher's own history, can become a powerful tool for the awareness of teachers about the performance of their teachers, in their school history and their own performance in the success of students of popular origin. In this sense, the teacher may awaken to the importance of more thoughtful attitudes at the heart of the didactic bond and the understanding of the double requirement of the student of popular origin, which may promote the elevation of the level of mobilization to the mathematical knowledge of these students and the process of resilience. 

COMMITTEE MEMBERS:
Presidente - 3095607 - CONSTANTIN XYPAS
Externo à Instituição - JOSÉ LUIZ CAVALCANTE
Externa à Instituição - VALERIA MARIA DE LIMA BORBA