Formação colaborativa de professores: a afetividade como parte dos conhecimentos docentespara ensinar estatística
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Tipo
Artigo
Classficação
Nível teórico
Data
2022
Título do Períodico
Revemat: Revista Eletrônica de Educação Matemática
ISSN
1981-1332
Página(s)/e-location
1–27
Idioma(s)
pt, en
Fonte
Fonte
Florianópolis
17
1
17
1
Resumo
Neste artigo são descritas e analisadas evidências da produção de conhecimentos docentes específicos para o ensino de Estatística, especialmente os aspectos afetivos no relacionamento dos discentes com a Matemática e a Estatística. Estes conhecimentos foram identificados nas narrativas de um grupo de professores, formado sob o viés colaborativo, que tem se dedicado, desde 2018, a estudar a Educação Estatística. Sete encontros do Grupo foram gravados, transcritos e analisados por meio da técnica do Discurso do Sujeito Coletivo, o que originou a construção de sete discursos-síntese. Para este momento, são apresentadas as análises referentes ao discurso: “relações afetivas dos discentes e docentes com a Matemática e a Estatística”. No âmbito desta pesquisa, pode-se identificar conhecimentos dos professores acerca das crenças e atitudes dos discentes, bem como a influência destas variáveis afetivas para o processo educativo. Também foram mobilizadas compreensões curriculares, do conteúdo, das estratégias e materiais pedagógicos, do contexto educacional, dos propósitos educacionais e da formação em Estatística dos discentes, além das crenças e atitudes dos próprios docentes. À vista disso, por meio desta pesquisa buscou-se contribuir para a constituição de uma Base de Conhecimento para o ensino de Estatística, uma vez que conhecidas tais especificidades educativas, se poderá contribuir para a desenvolvimento e a prática profissional docente, atentos à relevância dos conhecimentos estatísticos para a formação dos discentes, no âmbito pessoal e profissional.
In this paper evidence of the production of specific knowledge for the teaching of Statistics are described and analyzed, especially the effective aspects in the students' relation to mathematics and statistics. This knowledge was identified in the narratives of a group of teachers, formed under the collaborative approach, who have been dedicated, since 2018, to studying Statistical Education. Seven meetings of the Group were recorded, transcribed, and analyzed using the Discourse of the Collective Subject method, which led to the construction of seven synthesis-discourses. At this moment, the analyses referring to the discourse are presented: "effective relation of students, and teachers to mathematics and statistics". Within the scope of this research, it is possible to identify teachers’ knowledge about the students’ beliefs, and attitudes, as well as the influence of these effective variables on the educational process. Understandings of the curriculum, content, strategies, and pedagogical materials, educational context, educational purposes, and training in Statistics of students were also mobilized, in addition to the beliefs and attitudes of the teachers themselves. In view of this, through this research we sought to contribute to the constitution of a Knowledge Base for the teaching of Statistics, once such educational specificity is known, it will be possible to contribute to the development, and professional teaching practice, paying attention to the relevance of the statistical knowledge for the training of students, in the personal, and professional scope.
In this paper evidence of the production of specific knowledge for the teaching of Statistics are described and analyzed, especially the effective aspects in the students' relation to mathematics and statistics. This knowledge was identified in the narratives of a group of teachers, formed under the collaborative approach, who have been dedicated, since 2018, to studying Statistical Education. Seven meetings of the Group were recorded, transcribed, and analyzed using the Discourse of the Collective Subject method, which led to the construction of seven synthesis-discourses. At this moment, the analyses referring to the discourse are presented: "effective relation of students, and teachers to mathematics and statistics". Within the scope of this research, it is possible to identify teachers’ knowledge about the students’ beliefs, and attitudes, as well as the influence of these effective variables on the educational process. Understandings of the curriculum, content, strategies, and pedagogical materials, educational context, educational purposes, and training in Statistics of students were also mobilized, in addition to the beliefs and attitudes of the teachers themselves. In view of this, through this research we sought to contribute to the constitution of a Knowledge Base for the teaching of Statistics, once such educational specificity is known, it will be possible to contribute to the development, and professional teaching practice, paying attention to the relevance of the statistical knowledge for the training of students, in the personal, and professional scope.
Descrição
Palavras-chave
Conhecimentos docentes, Educação estatística, Aspectos afetivos, Teaching knowledge, Statistics education, Affective aspects
Citação
SCHREIBER, Karla Priscila; SILVA, Mauren Porciúncula Moreira da. Formação colaborativa de professores: a afetividade como parte dos conhecimentos docentespara ensinar estatística. Revemat: Revista Eletrônica de Educação Matemática, Florianópolis, v. 17, n. 1, p. 1–27. 2022. https://doi.org/10.5007/1981-1322.2022.e82038. Disponível em: https://periodicos.ufsc.br/index.php/revemat/article/view/82038/48503. Acesso em: 2023-09-18