A carregar...
Publicação
A prática lectiva como actividade de resolução de problemas : um estudo com três professoras do ensino secundário
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 23.18 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Esta investigação centra-se nos problemas profissionais equacionados
por professores de Matemática, num processo de mudança curricular, em
diferentes contextos de prática lectiva. Partindo dos contextos colectivo e
individual de trabalho procurou-se compreender o que os distingue, o que
neles há de idêntico e quais as relações que se estabelecem entre eles.
O quadro de referência teórico da investigação integra três grandes
áreas: o conhecimento profissional do professor, a cultura profissional e a
prática lectiva como actividade de resolução de problemas. Relativamente
à primeira, discutem-se as características e particularidades do
conhecimento profissional, nomeadamente a sua natureza sobretudo
implícita e dirigida à acção. A segunda, tendo subjacente o contexto
organizacional da escola, caracteriza o trabalho em colaboração entre
professores e suas implicações para a prática. Finalmente, a terceira discute
elementos para uma teoria do professor como resolutor de problemas
profissionais, em particular o conceito de problema e os processos de
resolução.
A metodologia de investigação segue uma abordagem interpretativa,
tomando por design o estudo de caso. Foi seleccionada uma escola
secundária onde se contava com a existência de um trabalho em
colaboração entre as três professoras que iriam leccionar o 11º ano de
escolaridade, aplicando pela primeira vez o programa reajustado de
Matemática. Deste modo, este estudo compreende quatro estudos de caso:
um por cada professora e o grupo por elas formado. A recolha de dados
foi feita ao longo do ano lectivo de 1998/99 e recorreu à observação das
reuniões de trabalho colectivo e de aulas de cada professora, à realização
de sessões de reflexão sobre as aulas observadas entre a investigadora e
cada professora, a uma entrevista feita a cada professora e a contactos
informais tidos com o grupo ou com cada professora individualmente. De
forma a compreender o contexto onde o trabalho destas professoras se
desenvolve, foram entrevistados o presidente do conselho directivo e a
delegada de grupo e observadas diversas reuniões do grupo disciplinar e
momentos da vida da escola. A análise, que acompanhou parte da recolha
de dados, seguiu preferencialmente a análise de conteúdo, sendo as
categorias construídas a posteriori, muito embora modeladas pelo
referencial teórico de partida.
Os resultados do estudo indicam que os problemas profissionais que as
professoras enfrentam nos dois contextos de prática lectiva têm, em geral,
uma natureza mal estruturada, isto é, são problemas que se encontram mal
formulados, mal definidos, desconhecendo-se à partida todos os seus
contornos e variáveis. Estes problemas vão sendo progressivamente
reconstruídos e compreendidos à medida que vão sendo trabalhados. No
contexto colectivo, os problemas distribuem-se por uma grande
diversidade de conteúdos, são marcados pelo seu carácter global —
valoriza-se a normalização —, o seu ponto de partida é o currículo e o seu
ponto de chegada é a prática e parte deles passam ao âmbito público. No
contexto individual, verifica-se grande concentração nos problemas de
saber didáctico. São problemas muito específicos e particulares —
valoriza-se o singular—, o seu ponto de partida e de chegada é a prática
desempenhando o currículo um papel orientador, e pertencem ao âmbito
do privado. A análise, a consulta e o viver com o problema são os
processos usados na resolução dos problemas, quer pelo grupo, quer por
cada professora. O nível de resolução dos problemas identificados no
contexto colectivo de trabalho é muito superior ao encontrado no contexto
individual.
Deste estudo é possível afirmar-se que o trabalho desenvolvido no
contexto colectivo e no individual não se colocam em alternativa, mas
complementam-se e reforçam-se mutuamente. O trabalho individual não se
submete ao colectivo, mas este simplifica-o e permite aquele centrar-se em
problemas mais específicos. O trabalho colectivo não se submete ao
individual, mas é por este enriquecido uma vez que certos problemas individuais são assumidos pelo grupo. A interacção entre as decisões
tomadas num e noutro contexto faz-se de forma não unidireccional, mas
em ciclo, podendo este apresentar diversos percursos.
Finalmente, os resultados obtidos apontam para a existência de uma
multiplicidade de factores que podem influenciar o surgimento de
problemas profissionais, como a existência de novos programas as
particularidades do grupo-turma e os gostos e características pessoais de
cada professor. No que se refere a este último aspecto, é de destacar a
capacidade de reflexão do professor como elemento que potencia a
emergência de problemas profissionais. A existência de uma cultura de
trabalho em colaboração entre professores e a experiência profissional são
dois aspectos que contribuem para a resolução de problemas profissionais.
This investigation focuses on the professional problems posed by mathematics teachers, in a process of curricular change in different teaching contexts. It attempts to understand what distinguishes the coUective and individual working contexts, what is identical in both and which relations they establish between each other. The theoretical framework of the investigation integrates three main fields: teachers' professional knowledge, professional culture and the teaching practice as a problem-solving activity. Regarding teachers' professional knowledge, it discusses its characteristics, notably its nature, mostly implicit and oriented to wards-action. Regarding teachers' culture it addresses the collaborative work among teachers taking into account the school organisational context. Finally, regarding teachers' practice as problem-solving activity, it discusses elements of a theory of the teacher as a problem solver of professional problems, focusing in the notion of problem and problem solving processes. The study methodology stands on an interpretative approach, using case studies. A secondary school was selected where three teachers were to work in collaboration, applying the readjusted-Mathematics program for the first time to the 11th grade. Thus, this study involved four case studies: one per teacher and one for the group formed by all three. Data was gathered throughout the 1998/99 school year based on the observation of meetings on collaborative work and on each teacher's classes; carrying out reflective sessions between the investigator and each teacher conceming the classes that were observed, an interview of each teacher and informal contacts with the group or with each teacher individually. In order to understand the context in which these teachers' work takes place, we interviewed the head of the school and the group delegate and observed several meetings of the discipUnaiy group as well as different moments of the school's life. Data collection was accompanied by a content analysis with the categories constructed a posteriori, although these were shaped by the initial theoretical framework. Results point that, in general, the professional problems teachers face in the two teaching contexts have a ill-structured nature, that is, to begin with they are ill-formulated, ill-defined problems regarding which there is little knowledge of all their aspects and variables. These problems are progressively reconstructed and understood as they are dealt with. In the collaborative context, the problems are range over a great variety of contents and are marked by their global character - normalisation is valued their starting point is the curriculum and at the end point is the practice; some of them enter the public domain. In the individual context, we find that the problems are centred on the didactic knowledge. They are very specific and particular — singularity is valued —, starting and ending in practice, while the curriculum has a guiding role, and they belong to the private domain. Analysis, consultation and "living with the problem" are the processes used in problem-solving, both by the group and by each teacher. The extent to which problems identified in the collective working context are solved is much greater than that found regarding the individual context. . This study enables us to declare that work developed in the collaborative and individual contexts are not incompatible, but rather complement and reinforce one other. Individual work, in particular, does not surrender to collaborative work, but the latter simplifies it and allows it to focus on more specific problems. Collaborative work does not surrender to mdividual work, but it is enhanced by the latter since certain individual problems are taken on by the group. Interaction between the decisions made in one and the other context is not unidirectional but in a cycle and may present different paths. Finally, the results we reached point to the existence of a multiplicity of factors that may influence the appearance of professional problems, such as the existence of new programs, the particularities of the class-group and personal characteristics of each teacher. As for this last aspect, we stress the teacher's reflective capacity as a feature, that strengthens the emergence of professional problems. Two aspects that contribute towards solving professional problems are the presence of a collaborative working culture between teachers and professional experience.
This investigation focuses on the professional problems posed by mathematics teachers, in a process of curricular change in different teaching contexts. It attempts to understand what distinguishes the coUective and individual working contexts, what is identical in both and which relations they establish between each other. The theoretical framework of the investigation integrates three main fields: teachers' professional knowledge, professional culture and the teaching practice as a problem-solving activity. Regarding teachers' professional knowledge, it discusses its characteristics, notably its nature, mostly implicit and oriented to wards-action. Regarding teachers' culture it addresses the collaborative work among teachers taking into account the school organisational context. Finally, regarding teachers' practice as problem-solving activity, it discusses elements of a theory of the teacher as a problem solver of professional problems, focusing in the notion of problem and problem solving processes. The study methodology stands on an interpretative approach, using case studies. A secondary school was selected where three teachers were to work in collaboration, applying the readjusted-Mathematics program for the first time to the 11th grade. Thus, this study involved four case studies: one per teacher and one for the group formed by all three. Data was gathered throughout the 1998/99 school year based on the observation of meetings on collaborative work and on each teacher's classes; carrying out reflective sessions between the investigator and each teacher conceming the classes that were observed, an interview of each teacher and informal contacts with the group or with each teacher individually. In order to understand the context in which these teachers' work takes place, we interviewed the head of the school and the group delegate and observed several meetings of the discipUnaiy group as well as different moments of the school's life. Data collection was accompanied by a content analysis with the categories constructed a posteriori, although these were shaped by the initial theoretical framework. Results point that, in general, the professional problems teachers face in the two teaching contexts have a ill-structured nature, that is, to begin with they are ill-formulated, ill-defined problems regarding which there is little knowledge of all their aspects and variables. These problems are progressively reconstructed and understood as they are dealt with. In the collaborative context, the problems are range over a great variety of contents and are marked by their global character - normalisation is valued their starting point is the curriculum and at the end point is the practice; some of them enter the public domain. In the individual context, we find that the problems are centred on the didactic knowledge. They are very specific and particular — singularity is valued —, starting and ending in practice, while the curriculum has a guiding role, and they belong to the private domain. Analysis, consultation and "living with the problem" are the processes used in problem-solving, both by the group and by each teacher. The extent to which problems identified in the collective working context are solved is much greater than that found regarding the individual context. . This study enables us to declare that work developed in the collaborative and individual contexts are not incompatible, but rather complement and reinforce one other. Individual work, in particular, does not surrender to collaborative work, but the latter simplifies it and allows it to focus on more specific problems. Collaborative work does not surrender to mdividual work, but it is enhanced by the latter since certain individual problems are taken on by the group. Interaction between the decisions made in one and the other context is not unidirectional but in a cycle and may present different paths. Finally, the results we reached point to the existence of a multiplicity of factors that may influence the appearance of professional problems, such as the existence of new programs, the particularities of the class-group and personal characteristics of each teacher. As for this last aspect, we stress the teacher's reflective capacity as a feature, that strengthens the emergence of professional problems. Two aspects that contribute towards solving professional problems are the presence of a collaborative working culture between teachers and professional experience.
Descrição
Tese de doutoramento em Educação (Didáctica da Matemática), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2001
Palavras-chave
Conhecimento profissional Conhecimento didáctico Práticas educativas Desenvolvimento curricular Teses de doutoramento - 2001