Desvendando os sentidos atribuídos por egressos do PETMAT/UFG à atividade pedagógica do professor de matemática
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2017-09-12
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Universidade Federal de Goiás
Resumo
In this research we are looking for indications of the meanings attributed by the graduates of
PETMAT / UFG, professor of mathematics, to the pedagogical activity. Vigotski, Leontiev,
Moura, Cedro, Engeström and Asbahr were fundamental for the apprehension of the object
searched. We focus on historical-cultural theory as a basis for the apprehension of the
phenomenon investigated and, for this, the theory of activity was present throughout the
work. Our research was based on a bibliographical research, a documentary analysis in which
we evaluated the documents that underpin the organization of the Tutorial Education Program
(PET) and, from there, we made a documentary comprehension movement of the Tutorial
Education Program of the Education Teachers in Mathematics from the Federal University of
Goiás (PETMAT / UFG). We analyze all the tasks and projects developed in the program over
the years 2007 to 2014 and, in addition to this, we interviewed some alumni who were linked
to the group during those years. The teacher-tutor of the group was also part of our work and
is among the subjects participating in the research. The activity, the social meaning and the
personal sense are presented in the work, based on the Leontievian proposal. For the analysis
of the data, we proposed two categories: [1] the personal sense of the future teacher about
the Pedagogical Activity of the mathematics teacher; and [2] the PETMAT / UFG and its
contradictions as a source of change and development. In the first category we conclude that
individuals, starting from the indigence of joining a university, from the influences of their
teachers, and from the affinity they believe they had with the exact areas, hoped to graduate.
There are those who were looking for the teaching or marketing of the pre-college preparatory
teacher; and there were others who wanted a training in Mathematics that was not destined
to be performed in the classroom. In the second category, we analyzed some projects carried
out in PETMAT / UFG and supported them in Engeström (1999 and 2009) and, from there, we
constructed some Activity Systems. By introducing such systems we intend to propose that,
instead of the socially mediated individual being taken as the basic unit of analysis, the
historically localized system of activity has become a fundamental unit for looking at egresses
in the collective as well. The object of activity as a horizon of possibility is, in the Engeströmapproach, theorized as a collective project that is stabilized by shared tools, signals, and
procedures. The results allowed us to perceive the necessity of a differentiated proposal for
the formation of the mathematics teacher, in which the teaching learning organization allows
the collective work as organization of a non-alienated work, making possible the construction
of a knowledge production space.
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Palavras-chave
Formação inicial do professor de Matemática , Programa de Educação Tutorial PET , Atividade pedagógica , Programa de Educação Tutorial da Licenciatura em Matemática PETMAT/UFG , Sistema de atividade de Engeström , Educational Program Tutorial PET , Pedagogical activity , Educational Program Tutorial of Mathematics Degree PETMAT / UFG , Engeström activity system , Initial formation of the Mathematics teacher
Citação
SARDINHA MACEDO, A. Desvendando os sentidos atribuídos por egressos do PETMAT/UFG à atividade pedagógica do professor de matemática. 2017. 231 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2017.