A carregar...
Publicação
O ensino da matemática e a educação para a cidadania : concepções e práticas de uma professora
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1.79 MB | Adobe PDF |
Orientador(es)
Resumo(s)
O presente estudo visa compreender o contributo do ensino de Matemática no
desenvolvimento de competências de cidadania, segundo as perspectivas e as práticas
de uma professora do 3º ciclo. Para tal foram formuladas três questões orientadoras:
(i) Quais as suas concepções acerca da Educação para a Cidadania no ensino básico?
(ii) Quais as dimensões da disciplina de Matemática que considera importantes na
Educação para a Cidadania dos alunos no ensino básico? (iii) Que práticas
pedagógicas são utilizadas pela professora que poderão contribuir para a Educação
para a Cidadania dos jovens?
Para responder a estas questões adoptou-se uma abordagem metodológica de
natureza qualitativa-interpretativa, seguindo a modalidade de estudo de caso. Os
instrumentos de recolha de dados incluíram a observação de aulas com registos áudio
e vídeo, a realização de entrevistas à professora em estudo, reflexões sobre as aulas e a
análise de diversos documentos, nomeadamente, relatórios escritos pelos alunos e
textos escritos pela professora participante. Este estudo desenrolou-se num contexto
de trabalho colaborativo.
Com o desenvolvimento do presente projecto de investigação, a professora
reconheceu que o conceito de Educação para a Cidadania inicialmente por si assumido
rumou a uma assunção muito mais abrangente e mais rica. Tomou também
consciência de que o desenvolvimento de competências de Cidadania está patente em
várias dimensões da Matemática. Os aspectos da prática da professora que podem
facilitar a emergência de um ensino orientado para o desenvolvimento de
competências de cidadania relacionam-se com: (i) a interacção e a comunicação, (ii) o
questionamento e a compreensão da realidade, (iii) o confronto de diferentes
perspectivas face a um problema e a tomada de decisões e (iv) a reflexão.
Uma vez que a investigação se centrava num projecto desenvolvido
colaborativamente e na prática lectiva, o objecto do estudo foi igualmente
significativo e importante para ambos os elementos da equipa, não só em aspectos
pessoais, mas sobretudo, para o seu desenvolvimento profissional, na medida em que
proporcionou: alteração de perspectivas, a possibilidade de reflexão crítica sobre a
prática e aprofundamento do conhecimento didáctico.
The present study aims to understand the contribution of the teaching of school Mathematics in the development of competences of citizenship, according to the perspectives and practices of a teacher in elementary education (3º ciclo). Three orienting questions were formulated: (i) What are the teacher’s conceptions about Education for Citizenship in the elementary education? (ii) Which are the dimensions of school Mathematics that the teacher considers important to promote the education for citizenship in the elementary education? (iii) Which are the teacher’s pedagogical practices that contribute to the education for citizenship of the pupils? In order to answer these questions a methodological approach of qualitativeinterpretative nature was adopted, following the modality of case study. The instruments for gathering data included the observation of lessons with audio and video records, interviews to the teacher who was being studied, reflections about the lessons and the analysis of different documents, namely reports written by the students and texts written by the participating teacher, as well as the creation of tasks to apply. This study was done in a collaborative context at the school. As the development of the project went by, the teacher acknowledged that the concept of Education for Citizenship that she had initially assumed headed for a much more including and richer assumption. She began also to realise that the development of competences of citizenship is evident in the most distinct dimensions of Mathematics. Teacher’s practices that can facilitate the emergency of an education guided for the development of citizenship abilities are related with: (i) the interaction and the communication, (ii) the questioning and the understanding of the reality, (iii) the confrontation of different perspectives face to a problem and decision making, and (iv) the reflection. As the investigation centered around a project developed collaboratively and in the practice in the classroom, the aim of the study was equally important for both, not only in personal aspects, but over all, to their professional development, as it promoted change of perspectives, the possibility of a critical reflection about the practice and the deepening of the didactic knowledge.
The present study aims to understand the contribution of the teaching of school Mathematics in the development of competences of citizenship, according to the perspectives and practices of a teacher in elementary education (3º ciclo). Three orienting questions were formulated: (i) What are the teacher’s conceptions about Education for Citizenship in the elementary education? (ii) Which are the dimensions of school Mathematics that the teacher considers important to promote the education for citizenship in the elementary education? (iii) Which are the teacher’s pedagogical practices that contribute to the education for citizenship of the pupils? In order to answer these questions a methodological approach of qualitativeinterpretative nature was adopted, following the modality of case study. The instruments for gathering data included the observation of lessons with audio and video records, interviews to the teacher who was being studied, reflections about the lessons and the analysis of different documents, namely reports written by the students and texts written by the participating teacher, as well as the creation of tasks to apply. This study was done in a collaborative context at the school. As the development of the project went by, the teacher acknowledged that the concept of Education for Citizenship that she had initially assumed headed for a much more including and richer assumption. She began also to realise that the development of competences of citizenship is evident in the most distinct dimensions of Mathematics. Teacher’s practices that can facilitate the emergency of an education guided for the development of citizenship abilities are related with: (i) the interaction and the communication, (ii) the questioning and the understanding of the reality, (iii) the confrontation of different perspectives face to a problem and decision making, and (iv) the reflection. As the investigation centered around a project developed collaboratively and in the practice in the classroom, the aim of the study was equally important for both, not only in personal aspects, but over all, to their professional development, as it promoted change of perspectives, the possibility of a critical reflection about the practice and the deepening of the didactic knowledge.
Descrição
Tese de mestrado em Educação (Formação Pessoal e Social), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2006
Palavras-chave
Educação para a cidadania Educação matemática Desenvolvimento profissional Desenvolvimento curricular Teses de mestrado - 2006