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Advisor(s)
Abstract(s)
Entendemos que o desenvolvimento pessoal e profissional docente pode e deve ser estimulado
por hábitos de reflexão e questionamento acerca da sua prática pedagógica, essenciais a uma
apropriação crítica dos saberes científicos, pedagógico-didáticos e contextuais que enformam
qualquer ato educativo com significado. Neste texto, descrevemos a metodologia formativa
adotada na unidade curricular de Didática da Matemática em Contexto Pré-Escolar, do Mestrado
em Educação Pré-Escolar de uma instituição privada de ensino superior. A partir das situações
reais dos contextos em que as estudantes desenvolviam a Prática de Ensino Supervisionada e
como resultado da sistematização das experiências de aprendizagem aí desenvolvidas, esta
experiência privilegiou processos reflexivos de natureza académica e profissional e possibilitou
uma (re)definição de estratégias e práticas pedagógicas para intervenção posterior. A análise
das práticas implementadas e das narrativas produzidas pelas estudantes aponta esta
metodologia como facilitadora do desenvolvimento de capacidades crítico-reflexivas, tanto ao
nível de (re)construção de conhecimento lógico-matemático como de (re)configuração da praxis,
e, portanto, de desenvolvimento profissional destas (futuras) docentes.
We believe that teachers’ personal and professional development can and should be encouraged by reflection and questioning routines about their own pedagogical practice. This is essential to a critical appropriation of scientific, pedagogical-didactic and contextual knowledge that outline any meaningful educational act. In this paper, we describe the formative methodology adopted in the subject Didactics of Mathematics for Preschool Context in the Master Degree in Preschool Education of a private higher education institution. The description starts from the real contexts in which the students developed the Supervised Teaching Practice and as a result of the systematization of the learning experiences developed during that time, this experience privileged reflexive processes of academic and professional nature and enabled a (re)definition of strategies and practices for further educational intervention. The analysis of the implemented practices and narratives produced by these students points to this methodology as facilitating critical-reflective capacities development, both in terms of (re)construction of logical-mathematical knowledge as of praxis (re)configuration, and therefore, of professional development of these future teachers.
We believe that teachers’ personal and professional development can and should be encouraged by reflection and questioning routines about their own pedagogical practice. This is essential to a critical appropriation of scientific, pedagogical-didactic and contextual knowledge that outline any meaningful educational act. In this paper, we describe the formative methodology adopted in the subject Didactics of Mathematics for Preschool Context in the Master Degree in Preschool Education of a private higher education institution. The description starts from the real contexts in which the students developed the Supervised Teaching Practice and as a result of the systematization of the learning experiences developed during that time, this experience privileged reflexive processes of academic and professional nature and enabled a (re)definition of strategies and practices for further educational intervention. The analysis of the implemented practices and narratives produced by these students points to this methodology as facilitating critical-reflective capacities development, both in terms of (re)construction of logical-mathematical knowledge as of praxis (re)configuration, and therefore, of professional development of these future teachers.
Description
Keywords
Prática reflexiva Matemática Educação pré-escolar Desenvolvimento profissional Formação de professores/educadores
Citation
Nogueira, Isabel Cláudia; Blanco, Teresa F. (2017). Reflexão sobre a prática na formação em matemática para contexto préescolar = Reflection on practice in mathematics training for preschool context. EduSer - Revista de educação. ISSN 1645-4774. 9:2, p. 42-50
Publisher
Instituto Politécnico de Bragança