A replicação de produtos educacionais por professores que ensinam matemática nos Anos Iniciais do Ensino Fundamental
Carregando...
Arquivos
Data
2024-04
Autores
Orientador
Silva, Jacqueline Silva da
Banca
Quartieri, Marli Teresinha
Horn, Cláudia Inês
Ignácio, Patrícia
Título do periódico
ISSN
Título do Volume
Editor
Resumo
Esta dissertação aborda a replicação de Produtos Educacionais, com o objetivo de investigar as contribuições que um curso de formação pode trazer para a prática pedagógica de professores dos Anos Iniciais do Ensino Fundamental no que se refere à replicação de Produtos Educacionais desenvolvidos nos Programas de Pós-Graduação na modalidade Profissional para potencializar o ensino de conteúdos referentes à Matemática. A pesquisa foi desenvolvida junto a 8 professoras que atuam nos Anos Iniciais do Ensino Fundamental de uma escola estadual em Sinop/Mato Grosso. Estas professoras não tinham familiaridade com os Produtos Educacionais. O curso de formação consistiu em 6 encontros de 2 horas cada um, nos quais foram apresentados e explorados Produtos Educacionais voltados para o ensino de conteúdos matemáticos. O embasamento teórico desta investigação abrange conceitos relacionados ao Mestrado Profissional, Produto Educacional, Formação Continuada, Ensino de Matemática nos Anos Iniciais e Práticas Pedagógicas. O estudo seguiu a abordagem qualitativa e adotou premissas da pesquisa de campo. A coleta de dados foi realizada através de observações de vídeogravações, rodas de conversa e diário reflexivo das participantes da pesquisa. A análise dos dados, aproximou-se da Técnica da Análise de Conteúdo, proposta por Bardin (2016). Os resultados revelaram que, além da replicação na íntegra quando possível, os Produtos Educacionais voltados para o ensino de conteúdos matemáticos podem contribuir para intervenção pedagógica, complementar o planejamento de professores, gerar novas ideias, relembrar sugestões que estavam esquecidas, abordar temas relevantes a serem discutidos com os alunos e adaptar-se às realidades de ensino quando necessário. As participantes destacam como contribuições e pontos positivos dos Produtos Educacionais voltados para o ensino de conteúdos matemáticos, que acessaram no decorrer do curso de formação, incluindo os resultados obtidos em sala de aula, a estrutura com embasamento teórico, materiais sugeridos de fácil acesso, dicas e relatos de experiência e orientações contidas nas propostas dos Produtos Educacionais. E, por fim, esta pesquisa contribuiu para o ensino de conteúdos matemáticos nos Anos Iniciais do Ensino Fundamental, promovendo a replicação de Produtos Educacionais disponíveis nas páginas dos Programas de Pós-Graduação na modalidade Profissional com foco no Ensino. Assim, inserir os Produtos Educacionais em cursos de formação que já ocorrem nas escolas pode enriquecer as práticas pedagógicas, uma vez que permite aos professores conhecer, explorar e valorizar os Produtos Educacionais, que têm origem em pesquisas e fontes confiáveis. Além disso, é significativo mencionar que desta dissertação, originou-se um Produto Educacional intitulado “Produtos Educacionais: De professor para professor”, disponível na página do PPGECE.
This dissertation addresses the replication of Educational Products, With the objective of investigating the contributions that a training course can bring to the pedagogical practice of teachers of the Early Years of Elementary School with regard to the replication of Educational Products developed in the Post-graduate Programs Graduation in the Professional modality to enhance the teaching of contents related to Mathematics. The research was developed with 8 teachers who work in the early years of elementary school in a state school in Sinop/Mato Grosso. These teachers were not familiar with the Educational Products. The training course consisted of 6 meetings of 2 hours each, in which were presented and explored Educational Products aimed at teaching mathematical content. The theoretical basis of this research covers concepts related to the Professional Master, Educational Product, Continuing Education, Teaching of Mathematics in the Early Years and Pedagogical Practices. The study followed the qualitative approach and adopted premises of field research. Data collection was performed through video recordings observations, conversation circles and reflective diary of the participants of the research. The data analysis approached the Content Analysis Technique, proposed by Bardin (2016). The results revealed that, in addition to full replication when possible, the Educational Products focused on the teaching of mathematical contents can contribute to pedagogical intervention, complement the planning of teachers, generate new ideas, remember suggestions that were forgotten, address relevant topics to be discussed with students and adapt to teaching realities when needed. The participants highlight as contributions and positive points of the Educational Products focused on the teaching of mathematical contents, which accessed during the course of training, including the results obtained in the classroom, the structure with theoretical basis, suggested materials for easy access, tips and experience reports and guidance contained in the proposals of the Educational Products. Finally, this research contributed to the teaching of mathematical contents in the Early Years of Elementary School, promoting the replication of Educational Products available on the pages of Graduate Programs in the professional modality focusing on Teaching. Thus, inserting Educational Products in training courses that already occur in schools can enrich pedagogical practices, since it allows teachers to know, explore and value Educational Products, which originate from research and reliable sources. In addition, it is significant to mention that this dissertation originated an Educational Product entitled "Educational Products: From teacher to teacher", available on the PPGECE page.
This dissertation addresses the replication of Educational Products, With the objective of investigating the contributions that a training course can bring to the pedagogical practice of teachers of the Early Years of Elementary School with regard to the replication of Educational Products developed in the Post-graduate Programs Graduation in the Professional modality to enhance the teaching of contents related to Mathematics. The research was developed with 8 teachers who work in the early years of elementary school in a state school in Sinop/Mato Grosso. These teachers were not familiar with the Educational Products. The training course consisted of 6 meetings of 2 hours each, in which were presented and explored Educational Products aimed at teaching mathematical content. The theoretical basis of this research covers concepts related to the Professional Master, Educational Product, Continuing Education, Teaching of Mathematics in the Early Years and Pedagogical Practices. The study followed the qualitative approach and adopted premises of field research. Data collection was performed through video recordings observations, conversation circles and reflective diary of the participants of the research. The data analysis approached the Content Analysis Technique, proposed by Bardin (2016). The results revealed that, in addition to full replication when possible, the Educational Products focused on the teaching of mathematical contents can contribute to pedagogical intervention, complement the planning of teachers, generate new ideas, remember suggestions that were forgotten, address relevant topics to be discussed with students and adapt to teaching realities when needed. The participants highlight as contributions and positive points of the Educational Products focused on the teaching of mathematical contents, which accessed during the course of training, including the results obtained in the classroom, the structure with theoretical basis, suggested materials for easy access, tips and experience reports and guidance contained in the proposals of the Educational Products. Finally, this research contributed to the teaching of mathematical contents in the Early Years of Elementary School, promoting the replication of Educational Products available on the pages of Graduate Programs in the professional modality focusing on Teaching. Thus, inserting Educational Products in training courses that already occur in schools can enrich pedagogical practices, since it allows teachers to know, explore and value Educational Products, which originate from research and reliable sources. In addition, it is significant to mention that this dissertation originated an Educational Product entitled "Educational Products: From teacher to teacher", available on the PPGECE page.
Descrição
Palavras-chave
produto educacional; formação continuada; ensino de matemática nos anos iniciais; práticas pedagógicas; educational product; continuing education; mathematics teaching in the early years; pedagogical practices
Citação
SOUSA, Adriana Alves. A REPLICAÇÃO DE PRODUTOS EDUCACIONAIS POR PROFESSORES QUE ENSINAM MATEMÁTICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL. 2023. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 13 dez. 2023. Disponível em: http://hdl.handle.net/10737/4351.