| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.8 MB | Adobe PDF |
Authors
Abstract(s)
Este estudo teórico, de caráter crítico-dialético, foi motivado pela falta de um fundamento teórico-concetual específico para embasar a formação do Alfabetizador Matemático, devido à ausência de uma formação inicial prevista nos currículos dos cursos de Pedagogia no Brasil. A investigação surgiu da nossa atividade como professora no curso de Pedagogia da Universidade Federal do Tocantins. Identificámos que a falta de um aporte teórico dificultava a formação inicial do Alfabetizador Matemático, por isso buscamos identificar as potencialidades da Teoria Histórico-Cultural (THC) de Vygotski e colaboradores. Devido à abrangência da THC e ao caráter singular do trabalho docente do Alfabetizador Matemático no contexto da alfabetização, primeiro foi necessário um estudo direcionado a analisar, identificar e explicitar, a partir de estudos sobre as dificuldades do pedagogo na sua formação inicial em Matemática, a essência dos obstáculos relacionados ao Alfabetizador Matemático, o conceito deste e a especificidade da sua atividade de ensino. Posteriormente, foi necessário analisar e explicitar, no conjunto da THC, os princípios relacionados à singularidade do seu trabalho docente no contexto da alfabetização. O método adotado foi o histórico-dialético e a pesquisa bibliográfica foi a técnica de investigação. As fontes são constituídas por estudos que tratam das dificuldades matemáticas do pedagogo na graduação e as obras dos autores da THC. Defendemos que os princípios da THC e teorias relacionadas têm potencialidades para subsidiar a formação inicial do Alfabetizador Matemático. Com efeito, a THC é formada por um conjunto de princípios e definições, que se relacionam com as especificidades da formação e do trabalho docente realizado pelo Alfabetizador Matemático. Como resultados: apresentamos o conceito de Alfabetizador Matemático; explicitamos a sua atividade singular no contexto da alfabetização; indicamos que a sua formação requer não só o conhecimento da dimensão de conteúdos específicos, mas também de outras dimensões, que constituem o trabalho docente e, principalmente, o conhecimento de como alfabetizar. Como superação, indicamos um quadro teórico-concetual, no qual estão inscritas as dimensões do trabalho docente.
This theoretical study, of critical-dialectical character, was motivated by the lack of a specific theoretical-conceptual basis to support of the formation of the Mathematical Literacy Teacher, due to the absence of an initial formation foreseen in the curriculum of the Pedagogy Courses in Brazil. The investigation arose from our activity as a teacher in the Pedagogy Course at the Federal University of Tocantins. We noticed that the lack of a theoretical basis hindered the initial formation of the Mathematical Literacy Teacher, so we tried to identify the potential of the Historical-Cultural Theory (THC) of Vygotsky and collaborators. Due to the scope of the THC and the singular character of the work of the Mathematical Literacy Teacher in the context of literacy, first it was necessary a study directed to analyze, to identify, first its was necessary a study directed to analyze, identify and to make explicit, from studies about the difficulties of the pedagogue in his initial formation in Mathematics, to explain the essence of the obstacles related to Mathematical Literacy Teacher, its concept and the specificity of its teaching activity in the context of literacy. After, it was necessary to analyze and to make explicit in the THC set the principles related to the uniqueness of their teaching work in the context of literacy. The historical-dialectic method was adopted and bibliographic research was used as an investigation technique. The sources are constituted by studies that deal with the mathematical difficulties of the pedagogue in graduation and the works of the authors of THC. We argue that the THC principles and related theories have the potential to subsidize the initial formation of the Mathematical Literacy Teacher. In fact, THC is formed by a set of principles and definitions, which are related to the specificities of the formation and teaching work performed by the Mathematical Literacy Teacher. As results: we present the concept of Mathematical Literacy Teacher; we make explicit its singular activity in the context of literacy; we point out that his formation requires not only the knowledge of the dimension of specific contents, but also of other dimensions, that constitute the teaching work and, mainly, on how to teach basic literacy skills. As an overcoming, we propose a theoretical-conceptual framework, in which the dimensions of teaching work are inscribed.
This theoretical study, of critical-dialectical character, was motivated by the lack of a specific theoretical-conceptual basis to support of the formation of the Mathematical Literacy Teacher, due to the absence of an initial formation foreseen in the curriculum of the Pedagogy Courses in Brazil. The investigation arose from our activity as a teacher in the Pedagogy Course at the Federal University of Tocantins. We noticed that the lack of a theoretical basis hindered the initial formation of the Mathematical Literacy Teacher, so we tried to identify the potential of the Historical-Cultural Theory (THC) of Vygotsky and collaborators. Due to the scope of the THC and the singular character of the work of the Mathematical Literacy Teacher in the context of literacy, first it was necessary a study directed to analyze, to identify, first its was necessary a study directed to analyze, identify and to make explicit, from studies about the difficulties of the pedagogue in his initial formation in Mathematics, to explain the essence of the obstacles related to Mathematical Literacy Teacher, its concept and the specificity of its teaching activity in the context of literacy. After, it was necessary to analyze and to make explicit in the THC set the principles related to the uniqueness of their teaching work in the context of literacy. The historical-dialectic method was adopted and bibliographic research was used as an investigation technique. The sources are constituted by studies that deal with the mathematical difficulties of the pedagogue in graduation and the works of the authors of THC. We argue that the THC principles and related theories have the potential to subsidize the initial formation of the Mathematical Literacy Teacher. In fact, THC is formed by a set of principles and definitions, which are related to the specificities of the formation and teaching work performed by the Mathematical Literacy Teacher. As results: we present the concept of Mathematical Literacy Teacher; we make explicit its singular activity in the context of literacy; we point out that his formation requires not only the knowledge of the dimension of specific contents, but also of other dimensions, that constitute the teaching work and, mainly, on how to teach basic literacy skills. As an overcoming, we propose a theoretical-conceptual framework, in which the dimensions of teaching work are inscribed.
Description
Keywords
Alfabetizador Matemático Formação Docente Alfabetização Matemática Quadro Teórico-concetual