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Desenvolver o conhecimento para ensinar matemática na interação entre contextos formais e não-formais
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Advisor(s)
Abstract(s)
A prática de ensino supervisionada ocupa um tempo privilegiado na formação para o ensino da matemática, promovendo o desenvolvimento de competências associadas à profissão docente, mormente aquelas que serão indispensáveis para a formação de futuros cidadãos responsáveis, ativos e implicados na construção de uma sociedade da qual a matemática é parte indissociável. Para tal, a escola deve ser uma instituição aberta à comunidade, em sintonia com a realidade, renovadora, capaz de proporcionar bem-estar pessoal, físico e social aos jovens e prepará-los harmoniosamente para o futuro.
Naturalmente que, se os estagiários não experienciarem situações de planificação, implementação e avaliação de percursos de ensino e aprendizagem e a construção de recursos didáticos ajustados ao ensino de conteúdos curriculares em contextos não-formais, fica dificultada a sua ação de futuros professores no sentido da abertura da escola à comunidade e ao meio envolvente.
Com o estudo aqui apresentado, sustentado nas premissas e na problemática expostas, propusemo-nos desenvolver e avaliar uma estratégia formativa que proporcionasse aos nossos estagiários a oportunidade de se iniciarem no ensino da matemática, numa perspetiva integradora com outras áreas do currículo do 1.º CEB, na interação entre contextos formais e não-formais. Os resultados, suportados na análise das reflexões das futuras professoras e das opiniões das professoras cooperantes, sustentam uma avaliação muito positiva.
Abstract: The supervised teaching practice occupies a privileged time in the training for teaching mathematics, promoting the development of skills associated with teaching profession, especially those that will be essential for the formation of future citizens, responsible, active and engaged in building a society in which mathematics is an integral part. To this end, the school should be an open institution to the community, in tune with the surrounding reality, renewing, capable of providing personal, physical and social well-being of young people and prepare them harmoniously for the future. Of course, if trainees have not experience in practice teaching, planning situations, implementation and evaluation of teaching and learning routes and the construction of teaching resources adjusted to the teaching of curricular contents in non-formal contexts, is hampered their action as future teachers opening the school to the community and the environment. With this study, based on presented assumptions and problematic we took as objective to develop and evaluate a training strategy that gives to our trainees the opportunity to engage in mathematics teaching in non-formal contexts. The results, based on the analysis of the reflections of future teachers and opinions of the cooperating teachers, indicate a very positive evaluation. The results, supported by the analysis of the reflections of future teachers and the opinions of the cooperating teachers, support a very positive evaluation.
Abstract: The supervised teaching practice occupies a privileged time in the training for teaching mathematics, promoting the development of skills associated with teaching profession, especially those that will be essential for the formation of future citizens, responsible, active and engaged in building a society in which mathematics is an integral part. To this end, the school should be an open institution to the community, in tune with the surrounding reality, renewing, capable of providing personal, physical and social well-being of young people and prepare them harmoniously for the future. Of course, if trainees have not experience in practice teaching, planning situations, implementation and evaluation of teaching and learning routes and the construction of teaching resources adjusted to the teaching of curricular contents in non-formal contexts, is hampered their action as future teachers opening the school to the community and the environment. With this study, based on presented assumptions and problematic we took as objective to develop and evaluate a training strategy that gives to our trainees the opportunity to engage in mathematics teaching in non-formal contexts. The results, based on the analysis of the reflections of future teachers and opinions of the cooperating teachers, indicate a very positive evaluation. The results, supported by the analysis of the reflections of future teachers and the opinions of the cooperating teachers, support a very positive evaluation.
Description
Keywords
Formação de Professores Ensino Básico Contextos não-formais Educação Matemática Teacher training Basic Education Non-formal contexts Mathematics Education
Pedagogical Context
Citation
Jorge, F. R., & Paixão, F. (2022) - Desenvolver o conhecimento para ensinar matemática na interação entre contextos formais e não-formais. Brazilian Journal of Development, 8(7), 50669-50685. https://doi.org/10.34117/bjdv8n7-131
Publisher
Brazilian Journals Publicações de Periódicos e Editora Ltda