Relação de Mentoring com um grupo de professores dos Anos Iniciais do Ensino Fundamental: Possibilidade de integrar o Ensino de Geometria
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Data
2018-08
Autores
Orientador
Quartieri, Marli Teresinha
Banca
Quartieri, Marli Teresinha
Giongo, Ieda Maria
Martins, Silvana Neumann
Amado, Nélia Maria Pontes
Título do periódico
ISSN
Título do Volume
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Resumo
O presente trabalho visa investigar como a relação de Mentoring, estabelecidas com um grupo de professores dos Anos Iniciais do Ensino Fundamental, repercutem nas práticas pedagógicas do ensino de Geometria. A investigação foi desenvolvida com um grupo de professores dos Anos Iniciais do Ensino Fundamental, em especial, com duas professoras participantes de um curso de formação continuada. Os encontros de formação visaram problematizar práticas pedagógicas dos professores, com o intuito de explorar conceitos geométricos. A proposta do referido curso foi trabalhar com os docentes de maneira colaborativa, isto é, desenvolver metodologias que permitissem a vivência de diferentes abordagens pedagógicas nesta área de conhecimento e valorizar a trajetória acadêmica, profissional, a experiência de vida e a contribuição dos professores, que na qualidade de “alunos”, tem totais condições de agregar muito aos seus pares. No acompanhamento individual com as duas participantes, procurou-se analisar e verificar a relação de Mentoring estabelecida no ensino da Geometria. Essa ação apoiou-se na relação de Mentoring, apresentada por Amado (2007), como uma relação interpessoal, baseada na confiança e no apoio, que se desenvolveu, por meio do acompanhamento da mentora/pesquisadora, tanto nas sessões de formação continuada, quanto no planejamento de práticas pedagógicas para o Ensino da Geometria. A pesquisa, de cunho qualitativo, apresentou características de um
estudo de caso. A opção metodológica e o objetivo da pesquisa levaram a estabelecer a coleta de dados por meio da observação participante, questionários, entrevistas, gravações e diário de bordo, que permitiram à pesquisadora estudar os fatos em seu ambiente natural. Os resultados apontaram que este processo, utilizado na formação, foi uma estratégia que possibilitou a integração destes conteúdos na prática pedagógica dos professores dos Anos Iniciais, construindo uma nova abordagem e reflexão da sua prática docente, por meio da estratégia do Mentoring.
The present work aims to investigate how the relationship of Mentoring, established with a group of teachers of the Initial Years of Elementary School, have repercussions in the pedagogical practices of the teaching of Geometry. The research was carried out with a group of teachers from the Initial Years of Elementary School, in particular, with two teachers participating in a continuing education course. The training meetings aimed to problematize teachers' pedagogical practices in order to explore geometric concepts. The purpose of this course was to work with teachers in a collaborative way, that is, to develop methodologies that allow the experience of different pedagogical approaches in this area of knowledge and to value the academic, professional, life experience and contribution of teachers, who in the quality of "students", has total conditions to add much to its peers. In the individual follow-up with the two participants, we sought to analyze and verify the relation of Mentoring established in the teaching of Geometry. This action was based on the Mentoring relationship, presented by Amado (2007), as an interpersonal relationship, based on trust and support, that was developed through the mentor / researcher accompaniment, both in the continuing education sessions, and in the planning of pedagogical practices for the Teaching of Geometry. The research, of a qualitative nature, presented characteristics of a case study. The methodological option and the objective of the research led to the establishment of data collection through participant observation, questionnaires, interviews, recordings and logbook, which allowed the researcher to study the facts in their natural environment. The results pointed out that this process, used in training, was a strategy that allowed the integration of this content in the pedagogical practice of the teachers of the Initial Years, constructing a new approach and reflection of their teaching practice, through the Mentoring strategy.
The present work aims to investigate how the relationship of Mentoring, established with a group of teachers of the Initial Years of Elementary School, have repercussions in the pedagogical practices of the teaching of Geometry. The research was carried out with a group of teachers from the Initial Years of Elementary School, in particular, with two teachers participating in a continuing education course. The training meetings aimed to problematize teachers' pedagogical practices in order to explore geometric concepts. The purpose of this course was to work with teachers in a collaborative way, that is, to develop methodologies that allow the experience of different pedagogical approaches in this area of knowledge and to value the academic, professional, life experience and contribution of teachers, who in the quality of "students", has total conditions to add much to its peers. In the individual follow-up with the two participants, we sought to analyze and verify the relation of Mentoring established in the teaching of Geometry. This action was based on the Mentoring relationship, presented by Amado (2007), as an interpersonal relationship, based on trust and support, that was developed through the mentor / researcher accompaniment, both in the continuing education sessions, and in the planning of pedagogical practices for the Teaching of Geometry. The research, of a qualitative nature, presented characteristics of a case study. The methodological option and the objective of the research led to the establishment of data collection through participant observation, questionnaires, interviews, recordings and logbook, which allowed the researcher to study the facts in their natural environment. The results pointed out that this process, used in training, was a strategy that allowed the integration of this content in the pedagogical practice of the teachers of the Initial Years, constructing a new approach and reflection of their teaching practice, through the Mentoring strategy.
Descrição
Palavras-chave
Formação Continuada; Anos Iniciais; Geometria; Mentoring; Continuing Education; Early Years; Geometry
Citação
SOUZA, Mariana Baumhardt. Relação de Mentoring com um grupo de professores dos Anos Iniciais do Ensino Fundamental: Possibilidade de integrar o Ensino de Geometria. 2018. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 31 ago. 2018. Disponível em: http://hdl.handle.net/10737/2528.