Banca de QUALIFICAÇÃO: CARMÉLIA REGINA SILVA XAVIER

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : CARMÉLIA REGINA SILVA XAVIER
DATA : 12/08/2019
HORA: 14:00
LOCAL: B321
TÍTULO:

CONTINUING TRAINING OF TEACHERS WHO TEACH MATHEMATICS IN THE PERSPECTIVE OF PROFESSIONAL DEVELOPMENT

PALAVRAS-CHAVES:

Continuing education of teachers. Mathematics. Professional development. Statistical concepts. Digital technology.

PÁGINAS: 122
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Tecnologia Educacional
RESUMO:

The continuing formation of teachers who teach mathematics in the early years of elementary school may be able to mediate reflections on the pedagogical practice regarding this curricular component, depending on how this formation is planned. Thus, the central question of this research is: Does the continuous training of teachers who teach mathematics in the early years from the perspective of professional development can contribute to the improvement of teaching practice? Therefore, it was defined as a general objective, to analyze the contributions of a teacher training model that teaches Mathematics in the initial years in Elementary School in the perspective of professional development about statistical thinking. The difference in the proposal lies in the fact that the training will take place in the workplace of the collaborating teachers and will be developed with and for the teachers, starting from the reality in which they live, in a municipal school of Natal. To achieve this goal, the following specific objectives were outlined: i) to investigate teachers' knowledge about statistical thinking; ii) propose a different model of continuing education within the school environment, and iii) develop lesson plans using a digital platform (OBAMA), in a collaborative perspective. According to Gil (2010), the research is classified in a qualitative approach, oriented to the interpretation and understanding of a certain reality, with the intention of intervening and transforming the practice occurred at the research locus. With emphasis on continuing education and professional development of teachers, who teach mathematics in the early years of elementary school, the research takes place in a collaborative perspective. For Ibiapina (2004), in addition to cognitive development, collaborative research still contemplates the interpersonal relations between the subjects of the school and between them and the researchers making the individuals advance in their levels of development, from the mediation of others. The master's work will have as theoretical support some authors that deal with continuing education of teachers who teach mathematics in the perspective of professional development such as Ponte (2014), Fiorentini and Crecci (2012), and Imbernón (2010). As for the statistical concepts to be worked in the initial years of Elementary School, the authors were Cazorla (2010), Conti (2016) and the National Curricular Common Base - BNCC (2017), among others. With this dissertation, it is also intended to demonstrate the importance of a different format of continuing education in the Natal municipal education network.

MEMBROS DA BANCA:
Presidente - 2178446 - DENNYS LEITE MAIA
Externa ao Programa - 2313711 - FLAVIA ROLDAN VIANA
Externo à Instituição - EURIVALDA RIBEIRO DOS SANTOS SANTANA - UESC