Metodologia comparada: percepções para formação docente acerca de conjuntos numéricos

Abstract

This dissertation refers to a research of Professional Masters in Mathematic and Science teaching, from UFU post graduation program in Mathematic and Science teaching. In order to answer the initial problem questions: The pedagogical practices developed by the teachers of the first year of High School, in relation to the numerical sets, with interface in solving problems through the registers pointed out by the students, explain the knowledge and scholarship of teachers? With a view to meeting the general objective and specific objectives, this work addressed the realities of Brazil, the state of Minas Gerais, the municipality of Ituiutaba and EEGIP. The objective of this study is to analyze the pedagogical practices of teachers who work in the 1st year of high school, through the methodology of comparative education, addressing the content of numerical sets with an interface in the methodology of problem solving, through the registers indicated by the students' notebooks. In order to develop the general objective, it is intended as specific objectives: (a) to study the theoretical presuppositions that approach the methodology of comparative education, the development of the teaching professional, the conceptions of the continuous formation and the different strategies of learning; (b) to analyze the records of the subjects of this research through the methodology of comparative education; (c) compare the records of the students of the first year in High School, of five teachers, referring to the contents of sets, based on the methodology of problem solving; (d) to identify, compare and analyze the problem solving methodologies used by the five high school teachers, especially the first year, regarding the content of sets; and (e) elaborate from the records of the selected notebooks, a didactic unit about numerical sets, for teacher training that work in the first year of high school. The research process was based on a comparison of the sociopolitical, cultural and economic contexts of Brazil, Minas Gerais and Ituiutaba, aiming at the construction of a profile of the country's general panorama. As a methodological procedure, comparative education was adopted, which approached the phases of this methodology; descriptive, interpretative, juxtaposition and explanatory comparative phase. In this context the following categories were juxtaposed: the teaching professional and the student profile; and, the scientific pedagogical and methodological knowledge, pointing possible contributions to the teacher training. The following parameters were also considered: a) Profile of the teacher´s trajectory in the educational context; b) teacher training; c) profile of the student; d) planning; e) approach to the theme; f) development of the theme; and g) evaluation. In the course of the research the records revealed individualized practices among the five teachers in the development of content on numerical sets. It is suggested to organize a knowledge-sharing environment in which these teachers can discuss the annual planning, knowing the contents and in synchrony, organize their daily practices among pairs. It is recommended to make available part of the timetable called module two, intended to share the aforementioned actions, discussions of general matters between the management and pedagogical team and the teachers, for moments of articulation among teachers, aiming to share knowledge and methodologies. The didactic unit for teacher education, elaborated as the final product of this dissertation, may provide contributions for a synchronization between the pedagogical praxis of the five teachers, regarding the application of the content on numerical sets, pointing out new possibilities and methodological options to complement their educational practices.