Navegando por Autor "LOSANO, Ana Leticia"

Agora exibindo 1 - 2 de 2
  • Imagem de Miniatura
    Item
    Análise das ênfases formativas de mestrados profissionais destinados a professores de matemática
    (2018) LOSANO, Ana Leticia; FIORENTINI, Dario
    Nowadays, professional masters programs constitute an important and varied formative possibility inside Higher Education for in-service teachers. Since its origins, Professional Masters programs have been at the center of several debates. A particularly important point concerning those debates is the discussion about the ways of organizing the curriculum (its structure and dynamics as well as the relations between teachingand research) that better articulate the program with the practice of teaching in the school. In order to contribute to these debates, this articleaims at describing and analyzing the ways in whichthe teacher is conceived and the formative emphasisof four professional masters programs directed to mathematics teachersin the São Paulo state. Using a qualitative methodology, we present a documentary analysis of diverse official documents producedand made availablebythefourprograms.The results show that, although they are directed to mathematics teachers, the four programs conceive the teacher differently and establish different levels of articulation between the formative activities organized by the program and the teaching practice in the school.
  • Imagem de Miniatura
    Item
    Análise das ênfases formativas de mestrados profissionais destinados a professores de matemática
    (2018) LOSANO, Ana Leticia; FIORENTINI, Dario
    Nowadays, professional masters programs constitute an important and varied formative possibility inside Higher Education for in-service teachers. Since its origins, Professional Masters programs have been at the center of several debates. A particularly important point concerning those debates is the discussion about the ways of organizing the curriculum (its structure and dynamics as well as the relations between teachingand research) that better articulate the program with the practice of teaching in the school. In order to contribute to these debates, this articleaims at describing and analyzing the ways in whichthe teacher is conceived and the formative emphasisof four professional masters programs directed to mathematics teachersin the São Paulo state. Using a qualitative methodology, we present a documentary analysis of diverse official documents producedand made availablebythefourprograms.The results show that, although they are directed to mathematics teachers, the four programs conceive the teacher differently and establish different levels of articulation between the formative activities organized by the program and the teaching practice in the school.