Aspectos do conhecimento do professor de Matemática em processos formativos na modalidade EaD
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2020-03-04
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Universidade Estadual Paulista (Unesp)
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O conhecimento do professor de Matemática é um processo complexo e multifacetado, o qual considera aspectos relacionados a sua constituição socialmente compartilhada. Assim, o presente estudo pretende evidenciar e compreender aspectos do conhecimento do professor de Matemática em processos formativos na modalidade EaD ao investigar e questionar: quais aspectos do conhecimento do professor de Matemática se evidenciam em processos formativos na modalidade EaD? Para alcançar o objetivo proposto, desenvolvemos uma pesquisa qualitativa a partir do oferecimento de um Curso de Extensão e Entrevista com professores de Matemática, atuantes na Educação Básica – fundamental e médio – oriundos de cinco regiões brasileiras. A constituição dos dados ocorreu, utilizando um grupo, no ambiente Virtual Facebook para os momentos assíncronos, e o aplicativo de mensagens instantâneas, Messenger, para os momentos síncronos, denominado ‘Conversas em grupo’, além da Entrevista com os Professores-Participantes. As ‘Conversas em grupo’, tiveram características diferenciadas, tais como: discussão de leitura de textos; discussão de resolução de Atividade Exploratório-Investigativa; discussão sobre videoaulas; discussão sobre planos de aula e discussão sobre a prática docente no contexto das TIC. Na busca pela evidência e compreensão dos aspectos do conhecimento do professor de Matemática em processos formativos na modalidade EaD, os dois contextos da pesquisa – Curso de Extensão e Entrevista – nos conduziram à constituição de cinco Categorias de Análise: Aspectos do conhecimento do professor em relação às características conceituais e estruturais das TIC, Aspectos do conhecimento do professor e suas inter-relações com a prática docente e processos formativos, Aspectos epistemológicos e metodológicos do conhecimento (matemático e pedagógico) do professor em relação aos currículos oficiais, Aspectos do conhecimento pedagógico do professor de Matemática e Aspectos do conhecimento matemático do professor de Matemática. A partir delas analisamos os dados produzidos na pesquisa, sob a perspectiva de alguns conceitos da Análise de Conteúdo. Durante a análise dos dados realizamos um movimento dialógico, entre os dados constituídos na pesquisa e os aportes teórico-metodológicos, inter-relacionando os modelos de conhecimento com a Perspectiva Sociocultural. Aspectos do conhecimento do professor de Matemática foram evidenciados a partir dos modelos de conhecimento utilizados neste estudo e a compreensão de aspectos do conhecimento ocorreram a partir da Perspectiva Sociocultural, ressaltando alguns conceitos de Comunidade de Prática, tais como: compromisso mútuo, ação conjunta, repertório compartilhado e ressignificação de conceitos matemáticos. Assim, este estudo nos permitiu compreender que o conhecimento do professor de Matemática em processos formativos na modalidade EaD, pode ser visto, não como um processo individual, mas sim, coletivo, o qual envolve outros professores, na relação com os pares e nas interações que ocorrem durante esse processo ao qual denominamos de conhecimento compartilhado. Este estudo proporcionou momentos, em que podemos inferir sobre uma ressignificação da concepção de conhecimento do professor de Matemática ao compreendermos que o conhecimento resulta do compartilhamento de experiências e práticas sociais por meio da participação e reificação dos professores investigados, em momentos considerados com uma Comunidade de Prática.
Mathematics teacher’s knowledge is a complex and multifaceted process that considers aspects related to his socially shared constitution. Thus, the present study aims to highlight and understand aspects of the mathematics teacher's knowledge in formative processes in distance education when investigating and questioning: which aspects of mathematics teacher’s knowledge are evidenced in the distance education formation process? To achieve the proposed objective, we developed a qualitative research from the offer of an Extension and Interview Course with Mathematics teachers, that work in basic education - elementary and high school - from the five Brazilian regions.The data were constituted using a group in the Virtual environment, Facebook, for asynchronous moments, and the instant messaging application, Messenger, for synchronous moments, called 'Group Conversations', in addition to the Interview with the Teachers-Participants. The 'Group Conversations' had different characteristics, such as: discussion of reading texts; resolution discussion of Exploratory-Investigative Activity; discussion about video lessons; discussion of lesson plans and discussion of teaching practice in the context of Information and Communication Technology (ICT). In the search for evidence and understanding of aspects of mathematics teacher knowledge in formative processes in distance education, the two research contexts - Extension Course and Interview - led us to the constitution of five Analysis Categories: Aspects of teacher knowledge in relation tothe conceptual and structural characteristics of ICT, Aspects of teacher knowledge and their interrelations with teaching practice and formative processes, Epistemological and methodological aspects of teacher knowledge (mathematical and pedagogical) in relation to official curricula, Aspects of pedagogical knowledge of Mathematics teacher and Mathematical knowledge aspects of the Mathematics teacher. From them we analyze the data produced in the research, from the perspective of some concepts of Content Analysis. During the data analysis we performed a dialogical movement, between the data constituted in the research and the theoretical-methodological contributions, interrelating the knowledge models with the Sociocultural Perspective. Mathematics teacher’s knowledge aspects were evidenced from the knowledge models used in this study and the comprehension of the knowledge aspects occurred from the Sociocultural Perspective, highlighting some Community of Practice concepts, such as: mutual commitment, joint action, shared repertoire. and resignification of mathematical concepts. Thus, this study allowed us to understand that the knowledge of the Mathematics teacher in formative processes in the distance education mode can be seen not as an individual process, but rather a collective one, which involves other teachers, in the relationship with peers and in the interactions that they have. they occur during this process we call shared knowledge. This study also provided moments we can infer about a resignification of the mathematics teacher's conception of knowing by understanding that knowledge results from the sharing of experiences and social practices through the participation and reification of the investigated teachers, at times considered as a Community of Practice.
Mathematics teacher’s knowledge is a complex and multifaceted process that considers aspects related to his socially shared constitution. Thus, the present study aims to highlight and understand aspects of the mathematics teacher's knowledge in formative processes in distance education when investigating and questioning: which aspects of mathematics teacher’s knowledge are evidenced in the distance education formation process? To achieve the proposed objective, we developed a qualitative research from the offer of an Extension and Interview Course with Mathematics teachers, that work in basic education - elementary and high school - from the five Brazilian regions.The data were constituted using a group in the Virtual environment, Facebook, for asynchronous moments, and the instant messaging application, Messenger, for synchronous moments, called 'Group Conversations', in addition to the Interview with the Teachers-Participants. The 'Group Conversations' had different characteristics, such as: discussion of reading texts; resolution discussion of Exploratory-Investigative Activity; discussion about video lessons; discussion of lesson plans and discussion of teaching practice in the context of Information and Communication Technology (ICT). In the search for evidence and understanding of aspects of mathematics teacher knowledge in formative processes in distance education, the two research contexts - Extension Course and Interview - led us to the constitution of five Analysis Categories: Aspects of teacher knowledge in relation tothe conceptual and structural characteristics of ICT, Aspects of teacher knowledge and their interrelations with teaching practice and formative processes, Epistemological and methodological aspects of teacher knowledge (mathematical and pedagogical) in relation to official curricula, Aspects of pedagogical knowledge of Mathematics teacher and Mathematical knowledge aspects of the Mathematics teacher. From them we analyze the data produced in the research, from the perspective of some concepts of Content Analysis. During the data analysis we performed a dialogical movement, between the data constituted in the research and the theoretical-methodological contributions, interrelating the knowledge models with the Sociocultural Perspective. Mathematics teacher’s knowledge aspects were evidenced from the knowledge models used in this study and the comprehension of the knowledge aspects occurred from the Sociocultural Perspective, highlighting some Community of Practice concepts, such as: mutual commitment, joint action, shared repertoire. and resignification of mathematical concepts. Thus, this study allowed us to understand that the knowledge of the Mathematics teacher in formative processes in the distance education mode can be seen not as an individual process, but rather a collective one, which involves other teachers, in the relationship with peers and in the interactions that they have. they occur during this process we call shared knowledge. This study also provided moments we can infer about a resignification of the mathematics teacher's conception of knowing by understanding that knowledge results from the sharing of experiences and social practices through the participation and reification of the investigated teachers, at times considered as a Community of Practice.
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Conhecimento do professor, Perspectiva sociocultural, Comunidade de prática, Formação continuada na modalidade EaD, Análise de conteúdo, Teacher’s knowledge, Sociocultural perspective, Community of practice, Continuing education in distance education, Content analysis