(Re)constituição dos saberes de professores de matematica nos primeiros anos de docencia

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

This study aims at understanding how people who have just majored in Mathematics constitute themselves professionally and, mainly, how they elaborate and reelaborate the knowledge they acquired during their initial formation in this period of transition from students to teachers, facing the challenges of the teaching practice. The subjects had graduated in Mathematics from Unicamp up to three years before the research. The process of collecting material for analysis had two phases: in the first one, information was gathered through questionnaires submitted to all the graduates in that period, which twenty-one of them answered. From that range, two teachers were selected: a public school female teacher and a private school male teacher, both of whom taught the first four grades of fundamental school. These teachers were subjects of a deeper study ? ethnographic case study, through semi-structured interviews, class observation in the schools, audio and video recordings and field and the researcher?s diaries. The analysis of the professional formation of the graduates took into consideration the challenges and difficulties of the teaching practice they experienced at the beginning of their careers. There were two points of view for the analysis: (1) the paths and mishaps experienced by teachers at the beginning of their careers and (2) the relation between professional formation and teaching practice. The second viewpoint was developed from two perspectives: the teachers?, which can be found explicitly or implicitly in their own statements, and this researcher?s, through analysis and interpretation of situations which were observed in the teachers? daily practice. The results of the study show, among other aspects, that the transition from student to teacher is characterized by a period of intense learning and corroborate what is found in technical literature in relation to the ?reality shock?. It is marked not only by challenges, anguish and dilemmas, but also by feelings of satisfaction, responsibility and joy. The analysis of the process of mobilization of the knowledge acquired throughout life, especially during theuniversity course, showed that, although the teachers realize that it is in the pedagogicalpractice that they learn and keep learning how to be teachers, they recognize that the academic formation was fundamental and establishes a differential qualification in the process of professional constitution

ASSUNTO(S)

professores - formação pratica de ensino professores de matematica saberes do docente

ACESSO AO ARTIGO

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