Práticas pedagógicas e objetos de estudo: análise sobre as pesquisas em educação matemática do programa de mestrado da UEPB nos anos de 2007 e 2008

Abstract

This research is part of a larger project, interinstitutional Observatory Project of Education (CAPES), whose aim was to map research, production and training of researchers in the Teaching of Science and Mathematics in the northeast region. The same had the involvement of three institutions: the Federal Rural University of Pernambuco Federal University of Rio Grande do Norte and Paraíba State University. Particularly, the aim of this research also consisted in investigating the pedagogical practices and the objects of study of the masters of the classes of 2007 and 2008 of the Professional Masters Degree Program in Teaching Science and Mathematics UEPB. Being a qualitative investigative research, data collection took the form of document (Sheets FILE), questionnaires, observations and interviews in three stages, with its locus the schools of mathematics teachers in the Elementary School II cities Campina Grande and Queimadas, Paraíba. The survey data were analyzed, taking into account the theoretical and methodological content analysis of Bardin and Franco through categories and subcategories, as follows Teacher Education Teacher; Analysis of Teaching Practice: Conceptions of the Teacher; characterization of Practice Pedagogical Teacher, the Teacher Knowledge and Teacher Harnessing Knowledge for Knowledge Building: the collaboration of teacher knowledge. By way of final discussion, the research revealed that the pedagogic practices of mathematics teachers vary both from a technical standpoint as conceptual; also indicated teachers' identity construction, (re) construction of knowledge teaching, reworking and reflection of teaching practice. The results of this study showed that teachers, from the reflections through research, reading of the theoretical issues and the discussions in the classroom, adopted posture of reflection before the shocks experienced in their daily school and a new look at the different ways of teaching. It was clear that the participation of teachers in the Masters Program Professional Master of UEPB, and in particular the object of study (dissertation), indicate change of attitude in their performances in the classroom. It was evident that the Professional Master s Program UEPB has contributed to the training of teachers of basic education. It is expected, therefore, collaborate with further discussion on the training of teachers, since improving the quality of education flag is defended today by governments, educators and education experts.