Os saberes docentes elaborados na formação inicial e a prática do professor de matemática no contexto da EJA à luz da concepção freireana
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2014-11-27
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Universidade Federal de Goiás
Resumo
The Education of Young and Adults (EJA) presents itself as a mode of basic education in current braziliancontext, but, for that, there was a long journey of political and ideological struggle for the same subjects. Considering this context and the needfor progress in discussions and proposals forthe formation of teachers for EJA, this research aims to elucidate the following issues: What are the knowledge of mathematics teachers, constituted in their teaching practice in adult education, based on the Freire’s conceptions to the formation of a progressive teacher?Therefore, the research was subject, a recent graduate math teacher, active in EJAin a State public school in the city of Goiania -GO.From Freire's ideas, the categories were developed for the analysis of teaching knowledge, namely: Knowledge of Formal Teacher Formation, Knowledge of Educational Action, KnowledgeExperientialand Knowledge forthe Liberation. However,also support ourselves in other authors who studying teacher’s education,particularly, math teachers, as well asthe specifics of the Youth and Adult Education. The research question referred us to a case study, for which we used observation, questionnaires, semistructured interviews and narrative, in addition to document analysis concerning the course of the project the Educational Institution in which the subject of this held your formation, lesson plans produced by this subject, the reference curriculum adopted by the school field, as well as the Political Pedagogical Project this school. The analysis was done through oftriangulation of the data collected. This analysis allowed us to identify several articulated knowledge by subject teacher in their teaching practice in EJA, which demonstrates the act of thinking right necessary to progressive education to promote a liberating education,according to freireanas perspectives.
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MEDRADO, Jackelyne de Souza. Os saberes docentes elaborados na formação inicial e a prática do professor de matemática no contexto da EJA à luz da concepção freireana. 2014. 198 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2014.