Metodologias ativas na formação continuada de professores de matemática
Carregando...
Data
2017-11
Autores
Orientador
Martins, Silvana Neumann
Banca
Martins, Silvana Neumann
Dullius, Maria Madalena
Quartierei, Marli Teresinha
Marchi, Miriam Ines
Gonzatti, Sonia Elisa Marchi
Título do periódico
ISSN
Título do Volume
Editor
Resumo
O presente estudo é resultado da investigação realizada a partir de uma intervenção pedagógica com um grupo de 18 professores em formação inicial que ministram aulas de Matemática na rede estadual de ensino da região de Concórdia, Santa Catarina/BRA. O problema central consistiu em verificar como um curso de formação inicial, com ênfase em metodologias ativas de ensino, pode impactar nas práticas pedagógicas dos professores. Como objetivo geral, propôs-se verificar como uma formação inicial, com ênfase nas metodologias ativas de ensino Peer Instruction e Team Based Learning, pode impactar nas práticas pedagógicas dos professores. O referencial teórico seguiu pressupostos que abordam formação de professores e metodologias ativas. A metodologia utilizada no desenvolvimento do estudo seguiu uma abordagem qualitativa. A coleta de dados foi realizada por meio de um questionário aplicado antes da intervenção pedagógica e também por transcrições de filmagens e depoimentos descritos em diários de campo. Na análise de resultados, foi possível verificar que o curso de formação inicial, com ênfase em metodologias ativas de ensino, pode contribuir na melhoria das práticas pedagógicas dos professores, pois os professores cursistas voltaram a ter a sensação que um aluno tem ao aprender algo novo e interessante, fazendo, com a prática, uma volta ao início de sua caminhada profissional. Dessa forma, desenvolveram as atividades com grande empenho e cooperação, aplicando as metodologias ativas concebidas no curso de formação inicial com seus alunos, o que culminou em resultados positivos, percebidos nos depoimentos dos próprios alunos. Tendo em vista que as mudanças no setor educacional não acontecem repentinamente, mas sim gradativamente, acredita-se que mudanças mais significativas junto aos participantes desta pesquisa ainda estão por vir.
The present study is the result of research carried out through a pedagogical intervention with a group of 18 teachers in initial formation who teach Mathematics classes in the state school network of Concordia, Santa Catarina / BRA. The central problem was to verify how an initial training course, with an emphasis on active teaching methodologies, can impact teachers' pedagogical practices. As a general objective, it was proposed to verify how an initial formation, with emphasis on the active teaching methodologies of Peer Instruction and Team Based Learning, can impact the pedagogical practices of the teachers. The theoretical framework followed assumptions that address teacher training and active methodologies. The methodology used in the study development followed a qualitative approach. The data collection was done through a questionnaire applied before the pedagogical intervention and also by transcripts of filming and testimonies described in field diaries. In the analysis of results, it was possible to verify that the initial training course, with emphasis on active teaching methodologies, can contribute to the improvement of teachers 'pedagogical practices, since the students' teachers had the sensation that a student has when learning something new and Interesting, making, with practice, a return to the beginning of his professional walk. In this way, they developed the activities with great commitment and cooperation, applying the active methodologies conceived in the initial training course with their students, which culminated in positive results, perceived in the students' own statements. Given that changes in the education sector do not happen suddenly, rather, it is gradually believed that more significant changes among participants in this research are yet to come.
The present study is the result of research carried out through a pedagogical intervention with a group of 18 teachers in initial formation who teach Mathematics classes in the state school network of Concordia, Santa Catarina / BRA. The central problem was to verify how an initial training course, with an emphasis on active teaching methodologies, can impact teachers' pedagogical practices. As a general objective, it was proposed to verify how an initial formation, with emphasis on the active teaching methodologies of Peer Instruction and Team Based Learning, can impact the pedagogical practices of the teachers. The theoretical framework followed assumptions that address teacher training and active methodologies. The methodology used in the study development followed a qualitative approach. The data collection was done through a questionnaire applied before the pedagogical intervention and also by transcripts of filming and testimonies described in field diaries. In the analysis of results, it was possible to verify that the initial training course, with emphasis on active teaching methodologies, can contribute to the improvement of teachers 'pedagogical practices, since the students' teachers had the sensation that a student has when learning something new and Interesting, making, with practice, a return to the beginning of his professional walk. In this way, they developed the activities with great commitment and cooperation, applying the active methodologies conceived in the initial training course with their students, which culminated in positive results, perceived in the students' own statements. Given that changes in the education sector do not happen suddenly, rather, it is gradually believed that more significant changes among participants in this research are yet to come.
Descrição
Palavras-chave
Metodologias ativas de ensino; Formação inicial; Professores de matemática
Citação
RECH, Greyson Alberto. Metodologias ativas na formação continuada de professores de matemática. 2016. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 18 ago. 2016. Disponível em: http://hdl.handle.net/10737/1714.