Banca de QUALIFICAÇÃO: JENNIFER BOSCATO GOMES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : JENNIFER BOSCATO GOMES
DATA : 23/09/2022
HORA: 08:00
LOCAL: PPGEDU/UNEMAT/Cáceres - Sala virtual
TÍTULO:

PROFESSIONAL DEVELOPMENT OF TRAINING TEACHERS: PROFESSIONAL KNOWLEDGE RESSIGNIFIED IN THE IMPLEMENTATION OF BNC-TRAINING IN A LICENSE COURSE IN MATHEMATICS

PALAVRAS-CHAVES:

University Pedagogy. Mathematics Teacher Training. Curriculum Reform. UNEMAT.

PÁGINAS: 178
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Tópicos Específicos de Educação
ESPECIALIDADE: Educação Permanente
RESUMO:

This dissertation is part of the line of research on Teacher Training, Pedagogical Policies and Practices, of the Graduate Program in Education (PPGEdu) – Masters in Education, at the Universidade do Estado de Mato Grosso (UNEMAT), whose central theme is Development Professional of Teacher Trainers of the Degree in Mathematics - UNEMAT/Cáceres, through the implementation of Resolution CNE/CP nº 02 of 2019 - BNC-Training, investigated on the theoretical assumptions of University Pedagogy. The axes of discussions, with the respective theoretical contributions were: (i) Curriculum for the Initial Training of Mathematics Teachers – Arroyo (2013); D'Ambrosio (2005); Fiorentini (2005); Freire (1996); Freitas and Fiorentini (2009); Gatti and Barreto (2009); Gatti et al. (2019); Ghedin (2006); Krahe (2009); Libâneo (2006); Lorenzato (2005); Nacarato (2006); Nóvoa and Alvim (2022); Perrenoud (1997); Bridge (1992); Sacristan (2017); Saviani (2009); Secchi (2012); Secchi, Nunes and Chaves (2021); Zeichner (2008) and others; (ii) Professional Development of Trainer Teachers – Almeida and Pimenta (2014); Bitencourt (2014, 2017); Crecci and Fiorentini (2018); Day (2005); Gonçalves and Fiorentino (2005); Guérios (2005); Imbernón (2011); Krahe and Wielewicki (2012); Marcelo Garcia (1999); Melo (2005); Mota, Martins Júnior and Fiorentini (2021); Tardif (2014); Tardif and Raymond (2000); Veiga (2021); Zabalza (2007); Zuchetti (2021) and others. The research question is: How the Professional Development of Teacher Trainers and their professional knowledge are re-signified by the process of curricular reformulation of the Degree in Mathematics - UNEMAT/Cáceres, in the period 2020/2021, motivated by the implementation of BNC-Training? The general objective is to understand how the Professional Development of Teacher Trainers and their professional knowledge are re-signified by the curriculum reform of the course, through the implementation of the BNC-Training. This is a qualitative approach, with a case study method, which encompassed the procedures of bibliographic, documentary and field research. The data production instruments were a characterization questionnaire and semi-structured interview, with the effective trainers who were assigned to the Faculty of Exact and Technological Sciences (FACET/UNEMAT) in the period 2020. The main categories were defined based on the two axes of discussions and, from them, the following subcategories started: (i) curriculum; curriculum reform; initial teacher training; training of mathematics teachers; (ii) disciplinary knowledge; curricular knowledge; didactic-pedagogical knowledge; knowledge from experience. The collected data were analyzed based on Bardin's (2016) content analysis technique. [under construction]

MEMBROS DA BANCA:
Interno - 32795003 - ANGELA RITA CHRISTOFOLO DE MELLO
Interno - 82415001 - LORIEGE PESSOA BITENCOURT
Externo ao Programa - 31482002 - IVETE CEVALLOS
Externo à Instituição - ETTIENE CORDEIRO GUÉRIOS - UFPR
Externo à Instituição - JANETE ROSA DA FONSECA -