Conocimiento de investigación y aprendizaje significativo: um caminho para la formación de profesores
DOI:
https://doi.org/10.20952/revtee.v14i33.16278Palabras clave:
Aprendizaje significativo, Conocimiento de investigación, Estado de la cuestión, Formación continua, Profesor de matemáticasResumen
El artículo trae discusiones sobre el conocimiento de investigación en la educación continua de los profesores de Matemáticas para el Aprendizaje Significativo. Se trata de una revisión de la literatura que planteó la siguiente pregunta para la construcción del Estado de la Cuestión: ¿Qué ya se ha producido académicamente, sobre las contribuciones de la práctica investigadora al desarrollo de aprendizajes significativos, considerando la práctica pedagógica del docente de 6º grado Matemáticas en su educación continua? El objetivo fue mapear lo que existe de producción científica acerca del conocimiento de investigación en la formación continua de profesores de Matemáticas para el aprendizaje significativo. Para las búsquedas en las bases de datos, se aplicó el período de tiempo 2000-2021. La discusión teórico-metodológica es apoyada por Ausubel (2003), Moreira (2012), Therrien (2010), entre otros. Los resultados apuntan que hay poquísima producción de trabajos que abordan las categorías de conocimiento de investigación y aprendizaje significativo en la discusión del conocimiento del docente de Matemáticas, lo que nos lleva a considerar que esta es una categoría que aún no se ha consolidado. Es necesario investigar, debatir y reflexionar sobre sus necesidades formativas.
Descargas
Citas
Ausubel, D. P. (2003). The acquisition and retention of knowledge: A cognitive view. Dordrecht: Kluwer Academic Publishers.
Ausubel, D. P. (2003). Aquisição e retenção de conhecimentos: Uma perspectiva cognitiva. Lisboa: Plátano Edições Técnicas. Translate to Portuguese of The acquisition and retention of knowledge: a cognitive view. (2000). Kluwer Academic Publishers. IBSN 972-707-364-6.
Barbosa, J. (org) (1998). Reflections on the multi-referential approach. São Carlos: UFSCAR.
Barreto, M. C. et al. (2013). The foundations of Activity Theory in the organization of Mathematics teaching. In: The formation of Mathematics teachers under different theoretical perspectives. Teresina: EDUFPI, 2013. p. 59-82.
Ben-chaim, D. & Bat-shevailany, Y. (2008). Authentic Investigative Activities for the Teaching of Ratio and Proportion in the Training of Mathematics Teachers for Elementary and High School Levels. Bolema, v.21, n.31, p.125-159. https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/2108.
Bertini, L. F. (2009). Sharing knowledge in mathematics teaching in the early grades: A teacher in the context of investigative tasks. [Dissertation Masters Federal University of São Carlos. https://repositorio.ufscar.br/handle/ufscar/2472?show=full.
BRASIL. (1996). Law of Directives and Bases of National Education. Federal Law number 9394.
Camelo, Z. B. (2020). Pedagogical technological knowledge and content in the training of spatial geometry teacher. [Dissertation Masters State University of Ceará]. http://www.uece.br/ppge/wp-content/uploads/sites/29/2020/09/Dissertacao_ZELIA-BESERRA-CAMELO.pdf.
D’Ambrósio, U. (2009). Mathematics Education: From theory to practice. 17 ed. Campinas, SP: Papirus Editora.
Demo, P. (2002). Educate through research. 5 ed. Campinas: Autores Associados.
Demo, P. (2008). Participant research, knowing how to think and intervene together. Brasília: Liber Livro.
Fabrina, C. & Albernaz, R. M. (2010). Mathematics Teacher: knowledge in moving training. INTERthesis Magazine, v. 07, n. 01, p. 302-323.https://periodicos.ufsc.br/index.php/interthesis/article/view/18071384.2010v7n1p302.
Fiorentini, D. & Castro, F. C. de. (2003). Becoming a Mathematics Teacher: The Case of Allan in Teaching Practice and Supervised Internship, In: FIORENTINI, D. (org.) Mathematics teacher education: exploring new paths with different perspectives. Campinas, SP: Mercado das Letras.
Freire, P. (2011). Pedagogy of autonomy: knowledge necessary for educational practice. 43. ed. São Paulo: Paz e Terra.
Freire, P. (2011). Pedagogy of the Oppressed. 50. ed. São Paulo: Paz e Terra.
Kincheloe, J. L. & Berry, K. S. (2007). Education research: conceptualizing bricolage. Porto Alegre: ArtMed.
Gauthier, C. et al. (2006). For a Theory of Pedagogy: Contemporary research on teaching knowledge. 2 ed. Ijuí: Unijuí.
Moreira, M. A. (2012). Meaningful learning: Theory and complementary texts. São Paulo: Livraria Editora da Física.
Neto, O. Z. (2009). Time and knowledge: The constitution of the experienced teacher in mathematics. [Thesis doctoral São Paulo State University, Literature of Araraquara and Federal University of Rondônia]. https://repositorio.unesp.br/handle/11449/101578.
Nóbrega-Therrien, S. M. & Therrien, J. (2010). The state of the question: Theoretical-methodological contributions and reports of production in scientific works. In: FARIAS, Isabel Sabino de; NUNES, João Batista de Carvalho; NÓBREGA-THERRIEN, Silvia Maria. Scientific Research for Beginners: Walking the Maze. Fortaleza, EdUECE.
Pimenta, S. G. & Ghedin, E. (Org). (2002). Reflective Professor in Brazil: Genesis and critique of a concept. São Paulo: Cortez.
PONTE, João Pedro da. (1997). Perspectives of professional development of mathematics teachers in a process of curriculum change. In: Ponte P. et al. Professional development of mathematics teachers – what training? Lisboa: Sociedade Portuguesa de Ciências da Educação.
Ponte, J. P. da. (2009). Research on the Mathematics teacher: Problems and perspectives. I SIPEM - International Seminar on Research in Mathematics Education. São Paulo, Brasil.
Silva, R. V. da. (2016). Articulation of teaching and research in teaching practice: experiences and meanings of teachers in the teaching courses of the Federal Institute of Education of Piaui. [Dissertation Masters Federal University of Piaui]. https://repositorio.ufpi.br/xmlui/handle/123456789/446.
Silvano, A. M. (2019). Teacher knowledge and meaningful learning in initial teacher education using interactive digital interfaces. [Thesis Doctorate State University of Ceará].http://www.uece.br/ppge/wpcontent/uploads/sites/29/2019/06/Tese_ANTONIO-MARCOS-DA-COSTA-SILVANO.pdf.
Sousa, C. O. (2018). Continuing teacher education and the concept of space: Contributions from the Meaningful Learning theory. [Dissertation Masters State University of Ceará].
http://www.uece.br/ppge/wpcontent/uploads/sites/29/2019/07/Dissertação_CLEANGELA-OLIVEIRA-SOUSA.pdf.
Valente, W. R. (2008). Who are we Mathematics teachers? Cedes Journal, v.28, n.74, p.11-23. https://repositorio.ufsc.br/xmlui/handle/123456789/160379.
Wichnoski, P. (2017). Metasearch in mathematical research: an analysis from the abstracts. Mathematics Education Research Magazine, v.19, n.2, p.161-178. https://revistas.pucsp.br/index.php/emp/article/view/26347.
Publicado
Cómo citar
Número
Sección
Licencia
À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.
