Banca de DEFESA: POLIANA DE VASCONCELOS CARVALHO ALVES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : POLIANA DE VASCONCELOS CARVALHO ALVES
DATE: 12/05/2022
TIME: 14:30
LOCAL: Sala H9 (Bloco H) - CAA
TITLE:
KEY WORDS:

Relation to the teacher's knowledge; Anthropological Didactic Theory;
Co-determination levels; Continuing training; Mapping in Educational Research.

PAGES: 144
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The present study aimed to analyze the influence of hierarchical location on levels of
co-determination present in the Anthropological Theory of Didactics (ADT) in the
constitution of the relationship to the mathematical knowledge of teachers in the early
years who teach mathematics. In order to achieve our objective, we chose to use an
alternative format for the dissertation, the multipaper format, which consists of a
collection of articles that are easy to disseminate and access to groups of interest. In
this way, we deliver to the scientific community three autonomous articles, which are
integrated, composing the fabric of this production. To situate the reader, we start
with introductory words followed by the theoretical contribution of the study, which
can also be found, in more depth, in the literature of the articles. The first article of
the research is an exploratory study of a bibliographic nature constituted from the
perspective of Mapping in educational research (vertical mapping) that will deal with
the first research movements about the relationship to the teacher's knowledge in the
contexts of continuing education, in order to understand how in scientific production,
the relation to the knowledge of teachers in the early years is presented, and through
it we come to the conclusion that this only appears as a background for the
productions, which, in short, are directed around the difficulties of initial training or in
how they present themselves continuing education programs. From this, we seek to
direct the research to the view of the notion of relationship to knowledge from its
anthropological approach present in the studies of TAD, and for that, in our second
article we outline the panorama of scientific production about the use of the
anthropological approach of in relation to knowledge in TAD studies in the last
decade (2011-2021), based on yet another exploratory study of a bibliographic
nature, when using the horizontal mapping of productions that make direct mention of
TAD in their titles. In view of the results obtained in the panorama, we propose in the
third article the discussion about the approaches found in the scientific productions of
greater impact in the academy and, after showing that in the productions in question
there is no presence of any link with the training contexts that impact the didactic
decisions of the teacher, we will discuss the interfaces of the relationship to the
teacher's knowledge directly influenced by the scale of co-determination levels
presented in the TAD, transposing this hierarchical model to an approximation of the
teacher's reality, pointing out how these are constituted and influence the his
teaching identity as a subject and his didactic decisions towards the institution he
integrates.

BANKING MEMBERS:
Interno - 3095607 - CONSTANTIN XYPAS
Presidente - 1528949 - JOSE DILSON BESERRA CAVALCANTI
Externo à Instituição - JOSÉ LUIZ CAVALCANTE - UEPB
Externa à Instituição - LUCIANA SILVA DOS SANTOS SOUZA - UPE