Compreensão sociológica de prática pedagógica de matemática : um olhar a partir de Basil Bernstein

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

2005

RESUMO

This study aims to investigate how two Mathematic teachers ¿ one of them teaching two classes ¿ from the Rio Grande do Sul public educational system define their curricula and perform their pedagogical practice comparing them as to the students¿ best performance in this subject. The qualitative methodology guided the development of this work, data being collected through participant observation of the classes and half-structured interviews with teachers. The theoretical foundation is based on Basil Bernstein who opened the possibility of analysing the curriculum, the pedagogy and the evaluation of sixth grade in elementary school. Morais et al.¿ studies, 1993, were taken as source of the operational definitions of the pedagogical pratices. Strong classifications as to the curriculum of Mathematics predominated in the educational contexts investigated, The pedagogical practice, as to the instructional discourse, disclosed strong teachers¿ control in the dimensions of selection of knowledge and criteria of evaluation; in the dimensions of sequencing and pacing there was variation in the strength of control . About the regulative discourse, the teachers have assumed different positions concerning the hierarchical rules. Group B1 of Teacher B was considered the most effective educational context considering new and repeater students¿ performance and also due to the voice given to the students in the transmission¿acquisition process.

ASSUNTO(S)

bernstein, basil, 1924-2000 professor prática pedagógica mulher discurso pedagógico rio grande do sul ensino público ensino fundamental matemática brasil ensino currículo ensino fundamental legislação do ensino

ACESSO AO ARTIGO

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