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Ações De Formação Continuada De Professores Que Ensinam Matemática Nos Anos Iniciais Do Ensino Fundamental Da Rede Municipal De Presidente Prudente (sp) E Saberes Docentes
| Content Provider | Semantic Scholar |
|---|---|
| Author | Faustino, Monica Podsclan |
| Copyright Year | 2011 |
| Abstract | Concerning to the research area “Practices and Formative Processes in Education”, the interest in developing this research here presented aimed from our engagement in projects of continued formation of the municipal school systems, which directed us to questions that guided this research, to know: What is (are) the model(s) of continued formation underlying to the actions of Math continued formation offered by President Prudence school system? What is the contribution of the Math continued formation of Presidente Prudente municipality to the development of teacher’s knowledge? In order to answer these questions, we established as the main aim of this research to investigate the model(s) of continued formation underlying to the actions of Math continued formation offered by Presidente Prudente Municipal Teaching System and the contribution of these actions to the development of teacher’s knowledge. The theoretical approach which based this research is composed of discussions about the necessary teacher’s knowledge necessary to teach Math and about teachers continued formation. Concerning to the specific knowledge to teach Math, we emphasize the authors position such as Shulman (1986, 1987), Ponte (1998), Fennema e Franke (1992), Curi (2005), Ponte e Serrazina (2000), Ball (1991 apud SZTAJN, 2002) and Garcia Blanco (2003). We discussed the teachers continued formation by the possible literature about models, principles and dilemmas of this formation and its contribution in the knowledge development (DEMAILLY, 1997; SILVA, 2000; IMBERNON, 2010; CANDAU, 1996; GHEDIN, 2007, RODRIGUES; ESTEVES, 1993; NOVOA, 1992; PACHECO; FLORES, 1999). The paper brings a qualitative nature research of exploratory type. The results were gathered from answers offered by teachers based in a questionnaire applied to them, and also the interview realized with the pedagogical coordinator of the municipal system and the analysis of the courses regulation offered by Seduc of Presidente Prudente and the Complementary Law n° 79/99 Statute of Public Municipal Teaching of Presidente Prudente. The questionnaire, besides enabling the description of teachers profile, allowed us to investigate: how they characterize |
| Starting Page | 254 |
| Ending Page | 258 |
| Page Count | 5 |
| File Format | PDF HTM / HTML |
| DOI | 10.14572/nuances.v23i24.1905 |
| Alternate Webpage(s) | http://revista.fct.unesp.br/index.php/Nuances/article/download/1905/1786 |
| Alternate Webpage(s) | https://doi.org/10.14572/nuances.v23i24.1905 |
| Volume Number | 23 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
