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A matemática no ensino profissional: os programas e as representações dos professores
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Este estudo pretende perceber qual o papel da matemática no ensino profissional desde o seu início até à atualidade e quais os métodos pedagógicos que os professores privilegiam para o seu ensino. Podemos dividir esta investigação em duas partes. Numa primeira parte e numa perspetiva histórica analisaram-se os programas de matemática do ensino profissional de nível não superior, desde o aparecimento do ensino técnico em Portugal, refletindo-se sobre o papel da disciplina na formação de jovens cujo objetivo seria a inserção no mercado de trabalho. Esta parte do estudo foi estruturada em dois momentos, o primeiro até 1975, com a unificação do ensino técnico com o ensino liceal. Um segundo momento, a partir da primeira tentativa de reimplementar o ensino profissional no nosso país em 1983, até à atualidade. Na segunda parte da investigação usou-se uma metodologia de estudo de caso, onde se estudaram 4 casos (4 escolas profissionais localizadas na região do interior centro do país). Pretendeu-se perceber quais as representações e as práticas profissionais indicadas pelos professores para o ensino da matemática nos cursos profissionais, quais os programas, a visão dos professores sobre a disciplina, sobre a escola, sobre os alunos e sobre as orientações metodológicas a adotar para ensinar matemática a um curso profissional. Nesta segunda parte utilizou-se um paradigma de investigação interpretativo, analisando-se as entrevistas a 10 professores de Matemática e alguns programas de Matemática em vigor em três das escolas estudadas.
The aim of this investigation is to understand the role of mathematics in vocational education from its inception to the present day and which are the most used methodologies chosen by teachers for the mathematics teaching. This investigation is divided in two parts. In the first part and in a historical perspective, the mathematics programmes in the vocational teaching (intermediate level) were analysed, observing the importance of this subject in the training of young people whose goal would be entering in the world of work, since the introduction of technical teaching in Portugal. This part of the study was organized in two moments, the first until the year of 1975, with the union of technical and secondary education. The second moment is related to the first attempt to reintroduce the vocational teaching in our country in 1983, to the present day. In the second part of the investigation the methodology of case study was used, where four cases were studied (four vocational schools in the centre and interior region of the country). The main intention was to understand which representations and professional practices were indicated by the teachers for the teaching of mathematics in vocational courses, the programmes, the vision of teachers about the subject, about the school, about the students and about the methodological suggestions adopted to teach mathematics to a vocational course. In this second part an interpretive research paradigm was used, analysing the interviews conducted to ten Mathematics teachers and some mathematics programmes used in three of the investigated schools.
The aim of this investigation is to understand the role of mathematics in vocational education from its inception to the present day and which are the most used methodologies chosen by teachers for the mathematics teaching. This investigation is divided in two parts. In the first part and in a historical perspective, the mathematics programmes in the vocational teaching (intermediate level) were analysed, observing the importance of this subject in the training of young people whose goal would be entering in the world of work, since the introduction of technical teaching in Portugal. This part of the study was organized in two moments, the first until the year of 1975, with the union of technical and secondary education. The second moment is related to the first attempt to reintroduce the vocational teaching in our country in 1983, to the present day. In the second part of the investigation the methodology of case study was used, where four cases were studied (four vocational schools in the centre and interior region of the country). The main intention was to understand which representations and professional practices were indicated by the teachers for the teaching of mathematics in vocational courses, the programmes, the vision of teachers about the subject, about the school, about the students and about the methodological suggestions adopted to teach mathematics to a vocational course. In this second part an interpretive research paradigm was used, analysing the interviews conducted to ten Mathematics teachers and some mathematics programmes used in three of the investigated schools.
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Ensino profissional - Ensino da matemática - Portugal Ensino profissional - Programas de matemática - Portugal