Tese
PAMPLONA, Admur Severino, A formação estatística e pedagógica do professor de matemática em comunidades de prática. 2009, 267p. Tese (Doutorado em Educação, área: Educação Matemática) Faculdade de Educação, Universidade Estadual de Campinas, Campinas-SP. 2009.
Resumo: Neste trabalho discute-se a aprendizagem-ensino da Estatística na formação do Professor de Matemática, ressaltando as práticas pedagógicas nela envolvidas. Para tanto, realizou-se uma pesquisa na qual foi utilizado um instrumento da História Oral, a "Narrativa Biográfica", para a recolha de dados. Tais narrativas foram obtidas de professores experientes que têm atuado no ensino de estatística, em cursos de formação de professores de matemática (Licenciatura em Matemática) em universidades paulistas. Como instrumento de análise, utilizou-se a "Teoria Social da Aprendizagem", de Wenger, sobre comunidade de prática, a partir da perspectiva histórico-cultural vygotskiana. Para compreender as práticas de formação pedagógicas presentes na formação estatísticas do professor de matemática, tanto alunos como professores foram considerados membros de uma mesma comunidade de prática, já que os sujeitos da pesquisa narraram suas práticas de formação tanto como alunos quanto como professores formadores. Para a análise esteve também presente pelo menos duas conjecturas: uma é "toda prática de formação estatística tem imbricada uma prática de formação pedagógica" e outra, surgida a partir dos estudos de Lee Shulman, é "a formação estatística do professor é diferente da do especialista em estatística". A diferença reside no fato de que, além de compreender os mesmos conceitos, o professor deve percebê-los como componentes de uma disciplina da grade curricular de um curso de formação profissional do Professor de Matemática, conhecendo a história e o desenvolvimento desses conceitos, da disciplina e da própria profissão. As conjecturas se confirmaram na análise, cujos resultados permitiram oferecer resposta à questão colocada. "Quais práticas os professores formadores citaram, desenvolveram ou valorizaram no sentido de evidenciar e fortalecer os nexos entre as práticas de formação estatística e aquelas de formação pedagógica?" Esta análise levou a respostas tais como: o compartilhamento com os licenciandos dos problemas, das escolhas, dos trajetos, das perspectivas e dos prazeres que fazem parte do exercício da profissão do professor, de modo geral, e do ensino da Estatística, de modo particular; o questionamento das práticas discursivas e não discursivas que apoiam relações desiguais de poder entre práticas de formação matemática/estatística e práticas de formação pedagógica; entre outras. A partir daí, são apresentadas algumas sugestões para a ação do professor formador que visam facilitar/estimular, no licenciando, o discernimento dos múltiplos fazeres e pensares que compõem a prática da profissão Professor de Matemática. Uma dessas práticas pode ser, por exemplo, o uso de diferentes abordagens para a aprendizagem-ensino dos conteúdos estatísticos, acompanhados, a cada vez, da análise de uma questão do tipo: "Que fatores contribuíram para que essa determinada abordagem fosse empregada para ensinar esse conteúdo?". Isso se faria tanto como forma de favorecer a imaginação do licenciando a respeito da pertença na comunidade de prática dos professores que ensinam estatística, quanto de aumentar o seu saber a respeito do uso dessas abordagens, levando-os a perceber que não existe uma única abordagem aplicável em todas as situações.
Abstract: In this work is discussed the learning-teaching of the Statistics in the training of the Teacher of Mathematics, emphasizing the pedagogy practice involved. Thus, was realized a search in which was used an instrument of the Oral History, the "biographical narratives" for data collection. These narratives were obtained from experienced professors who have worked in the teaching of statistics, in training courses for teachers of mathematics (Degree in Mathematics) in universities in Sao Paulo state. As tool of analysis, was utilized the "Social Learning Theory" of Wenger on the community of practice, from the perspective of historical and cultural origins in the theory of Vygotsky. To understand the practice of training pedagogical and training statistic of the professor of mathematics, both students as teachers was considered members of a single community of practice since the subjects narrated on their practice training is both of student as of teacher trainer. For the analysis was also present at least two conjectures, an is "all practice of statistical training has imbricated a practice of pedagogical training" and another, arising from the studies of Lee Shulman, is "the training statistical of the teacher is different from the training statistical of the specialist in statistic". The difference lies in the fact that, in addition to understanding the same concepts, the teacher must understand them as components of a discipline's grade curriculum of the course of training of Professor of Mathematics, knowing the history and development of these concepts, of the discipline and of profession itself. The conjectures are confirmed in the analysis, whose results have provided answers to the question: "What practice, the professors trainers have mentioned, developed and valued in order to highlight and strengthen the links between the practices of statistical training and the practices of pedagogical training?" This analysis led to responses such as: the share, with the students, of the problems, of the choices, of the course, of the prospects and of the pleasures that are part of the exercise of teaching in general and the teaching of Statistics, in particular, the questioning of the discursive practices and non-discursive that support unequal relations of power between practices of mathematics training/ statistics and practices of pedagogical training, among others. From there thenceforth are some suggestions for the action of the professors training to facilitate / encourage, in licensing, the wisdom of the multiples think and make of the teaching practice. One of these practices may be, for example, the use of different approaches to teaching-learning of content statistics, together, each time, the analysis of a question like: "What factors contributed to that particular approach to be employed to teach this content?". This would be done both as a way to encourage the imagination of the licensing on the membership on the community of practice of teachers who teach statistics, how to increase your knowledge about the use of these approaches, leading them to realize that there is no single approach applicable in all situations.
Abstract: In this work is discussed the learning-teaching of the Statistics in the training of the Teacher of Mathematics, emphasizing the pedagogy practice involved. Thus, was realized a search in which was used an instrument of the Oral History, the "biographical narratives" for data collection. These narratives were obtained from experienced professors who have worked in the teaching of statistics, in training courses for teachers of mathematics (Degree in Mathematics) in universities in Sao Paulo state. As tool of analysis, was utilized the "Social Learning Theory" of Wenger on the community of practice, from the perspective of historical and cultural origins in the theory of Vygotsky. To understand the practice of training pedagogical and training statistic of the professor of mathematics, both students as teachers was considered members of a single community of practice since the subjects narrated on their practice training is both of student as of teacher trainer. For the analysis was also present at least two conjectures, an is "all practice of statistical training has imbricated a practice of pedagogical training" and another, arising from the studies of Lee Shulman, is "the training statistical of the teacher is different from the training statistical of the specialist in statistic". The difference lies in the fact that, in addition to understanding the same concepts, the teacher must understand them as components of a discipline's grade curriculum of the course of training of Professor of Mathematics, knowing the history and development of these concepts, of the discipline and of profession itself. The conjectures are confirmed in the analysis, whose results have provided answers to the question: "What practice, the professors trainers have mentioned, developed and valued in order to highlight and strengthen the links between the practices of statistical training and the practices of pedagogical training?" This analysis led to responses such as: the share, with the students, of the problems, of the choices, of the course, of the prospects and of the pleasures that are part of the exercise of teaching in general and the teaching of Statistics, in particular, the questioning of the discursive practices and non-discursive that support unequal relations of power between practices of mathematics training/ statistics and practices of pedagogical training, among others. From there thenceforth are some suggestions for the action of the professors training to facilitate / encourage, in licensing, the wisdom of the multiples think and make of the teaching practice. One of these practices may be, for example, the use of different approaches to teaching-learning of content statistics, together, each time, the analysis of a question like: "What factors contributed to that particular approach to be employed to teach this content?". This would be done both as a way to encourage the imagination of the licensing on the membership on the community of practice of teachers who teach statistics, how to increase your knowledge about the use of these approaches, leading them to realize that there is no single approach applicable in all situations.
Link; (Texto completo) https://libdigi.unicamp.br/document/?code=000449166