Banca de DEFESA: LUCIVANIO JOSÉ DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUCIVANIO JOSÉ DA SILVA
DATE: 28/06/2022
TIME: 09:00
LOCAL: CAA - em ambiente virtual devido à pandemia de COVID
TITLE:

THE TEACHER'S ROLE AND HIS RELATIONSHIP WITH THE ENVIRONMENT (MILIEU) IN THE DEVELOPMENT OF TEACHING SITUATIONS: an analysis of the Teacher Knowledge mobilized in a conceptual approach of Similarity of Triangles

KEY WORDS:

Teacher Knowledge, Meio, Teacher Activity Levels, Similarity of Triangles, Theory of Didactical Situations

PAGES: 156
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The main objective of this study is to analyze the role of the teacher at different levels of his activity and his interaction with the environment (milieu), in the development of didactic situations for 9th grade students in a conceptual approach of Similarity of Triangles. Some of the steps taken to achieve what is proposed were, first, to identify and characterize the teacher's conceptions about mathematics teaching and learning, as well as to verify how the process of teacher analysis is established regarding the mathematical structure of the targeted concept, and to analyze the knowledge mobilized by the teacher at different levels of his activity and his interaction with the milieu. For this purpose, a questionnaire was applied to the teachers participating in the research, to investigate the knowledge teachers mobilize in the preparation of didactic situations and their interaction with the didactic environment. Mathematics teachers who work in the 9th grade in a public school in the municipality of Garanhuns/PE participated in the research. The study is anchored in the Theory of Didactic Situations, developed within the French didactics of mathematics, especially in the model of structuring the Milieu developed by Margolinas (1997, 2002, 2005) and the Knowledge Base necessary for Teaching by Shulman (1986, 1987, 2005). Thus, as a result of the research, the hypothesis of mobilization of certain knowledge by the teacher through the conditions offered by the theoretical-methodological bases is confirmed. However, some knowledge was mobilized with more evidence, while other knowledge was not mobilized at all by certain teachers in levels of structuring. Thus, we conclude that at level +3, the noospheric level, Knowledge of Educational purposes, Content knowledge, and Curricular knowledge were mobilized. Further, at level +2, the construct level we see the mobilization of Knowledge of Educational Contexts and Pedagogical Content Knowledge. Finally, at level +1, project level, we have General Pedagogical Knowledge and Knowledge of Students and their characteristics.

BANKING MEMBERS:
Interno - 770.449.834-72 - FERNANDO EMILIO LEITE DE ALMEIDA - UFPE
Externo à Instituição - JOSÉ LUIZ CAVALCANTE - UEPB
Presidente - 009.027.667-16 - MARCUS BESSA DE MENEZES - UFPE
Externo à Instituição - SADDO AG ALMOULOUD - UFBA