Didática da matemática em cursos de formação de educadores e professores

Isabel Cabrita

Resumo


O Processo Bolonha visou a reestruturar o ensino superior europeu, intensificando uma formação de qualidade e a sua uniformização. Mas esse objetivo ainda não foi alcançado. A formação dos Educadores de Infância e Professores dos anos iniciais de escolaridade é díspar, designadamente em termos das habilitações exigidas e do acesso aos cursos e sua cartografia. No que se refere a esses cursos, foram analisados, em particular, os programas das unidades curriculares relacionadas com a didática da matemática. Conclui-se principalmente pela diversidade de situações no que concerne: à (in)dependência das disciplinas; à sua distribuição no curso; ao número de European Credit Transfer System (ECTS); aos objetivos que perseguem; aos conteúdos programáticos; às metodologias e avaliação das aprendizagens preconizadas; e à bibliografia proposta.

 

Didactics of mathematics in training courses for teachers and educators

The Bologna Process aimed at restructuring European Higher Education, improving its quality training and standardization. However, these objectives have not been fulfilled, yet. The training of early childhood educators and primary school teachers is dissimilar, namely, in the skills demanded, the access to the courses and the degree requirements. We analyzed, specifically, the syllabuses of the courses, taking into account the didactics of mathematics. We concluded that these syllabuses differ greatly concerning the (in)dependence of the courses, their distribution, number of European Credit Transfer System (ECTS), aims, program content, teaching methodology, system of assessment and bibliography proposed.

Mathematics; Teacher Education; Early Childhood Education; Primary Education

 

Didactique des mathématiques en cours de formation pour les éducateurs et les enseignants

Le Processus de Bologne avait pour but de restructurer l’Enseignement Supérieur européen, afin de garantir une formation uniforme et de meilleure qualité. Cet objectif n’a cependant pas encore été atteint. La formation des éducateurs de l’enfance et des enseignants des premières années scolaires est disparate en termes de prérequis, de l’accès aux cours et leur cartographie. Dans le cadre de ces cours, les programmes des disciplines liées à la didactique des mathématiques on été particulièrement analysés. On a conclu qu’il existait de grandes variations concernant l’(in)dépendance des disciplines, leur distribution dans les cours, le nombre d’ECTS, leurs objectifs, les contenus des programmes, les méthodologies, l’évaluation des apprentissages et la bibliographie recommandée.

Mathèmatique; Formation des Enseignants; Éducation Préscolaire; Éducation Primaire

 

Didáctica de las matemáticas en grados de maestro de educación infantil e primaria

El proceso de Bolonia buscaba la reestructuración de la educación superior en Europa, proporcionando una formación de calidad y su homogeneidad. Sin embargo, los objetivos aún no se han alcanzado. La formación de los maestros de Educación Infantil y de Primaria es desigual en lo que se refiere a cualificaciones requeridas, acceso y programas de estudios oficiales. Sobre éstos, se analizaron en particular, los diseños curriculares de las asignaturas relacionadas con Didáctica de las Matemáticas. Concluimos, esencialmente, que existe una gran diversidade de situaciones en lo concerniente a: (in)dependencia de las asignaturas; su distribución en el programa de estudios; número de ECTS; objetivos que persiguen; contenidos programados; metodologías; evaluación del aprendizaje y bibliografia recomendada.

Matemática; Formación de Profesores; Educación Infantil; Educación Primaria


Palavras-chave


Matemática; Formação de Professores; Educação Infantil; Ensino Fundamental

Texto completo:

PDF

Referências


AMADO, J. Manual de investigação qualitativa em educação. 2. ed. Coimbra: Imprensa da Universidade de Coimbra, 2014.

ARTZT, A. F.; ARMOUR-THOMAS, E. Becoming a reflective mathematics teacher. Mahwah, NJ: Lawrence Erlbaum, 2002.

BARDIN, L. Análise de conteúdo. Lisboa: Edições 70, 2009.

BARNES, J. Cross-curricular learning 3-14. 2. ed. London: Sage, 2011.

BISHOP, A. Second international handbook of mathematics education. New York: Springer, 2003.

BOALER, J. Multiple perspectives on mathematics teaching and learning. Connecticut: Greenwood, 2000.

BOGDAN, R. C.; BIKLEN, S. K. Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Porto: Porto, 1994.

BOLONHA Process. In: MINISTERIAL CONFERENCE DE ARMÉNIA. 14-15 may 2015. Communiqué… European Higher Education Area; Yerevan, 2015. Disponível em: . Acesso em: 18 out. 2017.

BOLONHA Process. In: CONFERENCE OF EUROPEAN MINISTERS RESPONSIBLE FOR HIGHER EDUCATION. 19-20 May 2005. Communiqué... European Higher Education Area; Bergen, 2005. Disponível em: . Acesso em: 18 out. 2017.

BOLONHA Process. Realising the European Higher Education Area. In: CONFERENCE OF MINISTERS RESPONSIBLE FOR HIGHER EDUCATION IN BERLIN. 19 September 2003.

Communiqué... Paris: EHEA, Disponível em: http://media.ehea.info/file/2003_Berlin/28/4/2003_Berlin_Communique_English_577284.pdf >. Acesso em: 18 out. 2017.

BORKO, H.; PUTNAM, R. Learning to teach. In: BERLINER, D. C.; CALFEE, R. (Ed.). Handbook of educational psychology. New York: Macmillan Library, 1996.

BUDAPEST-Vienna Declaration on the European Higher Education Area. In: MINISTERIAL CONFERENCE OF BUDAPESTE AND VIENA. 2010. Budapeste, Viena. Communiqué... Paris: EHEA, 2010. Disponível em: . Acesso em: 18 out. 2017.

CABRITA, I. A formação inicial de educadores de infância e de professores dos anos iniciais de escolaridade no contexto europeu (pós)Bolonha. In: ENCONTRO INTERNACIONAL DE FORMAÇÃO NA DOCÊNCIA, 2., 4-5 maio 2017, Bragança, PT. Atas... Bragança: Escola Superior de Educação, 2017. p. 65-73.

CLARKE, M.; LODGE, A.; SHEVLIN, M. Evaluating initial teacher education programmes: perspectives from the Republic of Ireland. Teaching and Teacher Education, Amsterdam, v. 28, n. 2, p. 141-153, Feb. 2012.

CLEMENTS, M. K.; BISHOP, A.; KEITEL-KREIDT, C.; KILPATRICK, J.; LEUNG, F. K. S. (Ed.). Third international handbook of mathematics education. New York: Springer, 2012.

CONWAY, P.; MURPHY, R.; RATH, A.; HALL, K. Learning to teach and its implications for the continuum of teacher education: a nine-country cross-national study. Report commissioned by the Teaching Council. Ireland: University College, Cork, 2009.

DARLING-HAMMOND, L.; BRANSFORD, J. (Ed.). Preparing teachers for a changing world: what teachers should learn and be able to do. San Francisco: Jossey-Bass, 2005.

DARLING-HAMMOND, L.; LIEBERMAN, A. Teacher education around the world. Changing policies and practices. London: Routledge, 2012.

DARMODY, M.; SMYTH, E. Entry to programmes of initial teacher education. Dublin: The Economic and Social Research Institute, 2016.

DUDA, A.; CLIFFORD-AMOS, T. Study on teacher education for primary and secondary education in six countries of the Eastern Partnership: Armenia, Azerbaijan, Belarus, Georgia, Moldova and Ukraine: final report. Brussels: European Commission, Directorate-General for Education and Culture, 2011.

ELSTAD, E. University-based teacher education in the field of tension between the academic world and practical experience in school: a Norwegian perspective. European Journal of Teacher Education, London, v. 33, n. 4, p. 361-374, Oct. 2010.

ESTOLA, E.; UITTO, M.; SYRJÄLÄ, L. O processo narrativo de tornar-se professor: o caso finlandês. In: FLORES, Maria Assunção (Org.). Formação e desenvolvimento profissional de professores: contributos internacionais. Coimbra: Almedina, 2014.

EUROPEAN UNION. Education, Audiovisual and Culture Executive Agency. The European higher education area in 2015: Bologna process implementation report. Luxembourg: EURYDICE/EACEA, 2015a.

EUROPEAN UNION. Education, Audiovisual and Culture Executive Agency. The teaching profession in Europe: practices, perceptions, and policies: Eurydice Report. Luxembourg: EURYDICE/EACEA, 2015b. Disponível em: . Acesso em: 24 mar. 2017.

EUROPEAN UNION. Education, Audiovisual and Culture Executive Agency. Números-chave da educação na Europa 2012. Bruxelas: EACEA, 2012. Disponível em: . Acesso em: 18 out. 2017.

EUROPEAN UNION. Education, Audiovisual and Culture Executive Agency. Higher education in Europe 2009: developments in the Bologna process. 2009. Brussels: EURYDICE/EACEA, 2009. Disponível em: . Acesso em: 18 out. 2017.

FERNANDES, D. Avaliação das aprendizagens: desafios às teorias, práticas e políticas. Lisboa: Texto, 2005.

GIFFORD, B. R.; O’CONNOR, M. C. (Ed.). Changing assessments: alternative views of aptitude, achievement and instruction. New York: Springer, 1992. (Evaluation in Education and Human Services, v. 30)

GROSSMAN, P.; HAMMENRNESS, K.; MCDONALD, M. Redefining teaching, re-imagining teacher education. Teachers and teaching: theory and practice, London, v. 15, n. 2, p. 273-298, May 2009.

GURUZ, K. Higher education and international student mobility in the global knowledge economy. Revised and updated second edition. New York: SUNY, 2011.

HÖKKÄ, P.; ETELÄPELTO, A. Seeking new perspectives on the development of teacher education: a study of the Finnish context. Journal of Teacher Education. Michigan, v. 65, n. 1, p. 39-52, Nov./Dec. 2014.

JYRHAMA, R.; KYNASLAHTI, H.; KROKFORS, L.; BYMAN, R.; MAARANEN, K.; TOOM, A.; KANSANEN, P. The appreciation and realization of research-based teacher education: Finnish students’ experiences of teacher education. European Journal of Teacher Education, London, v. 31, n. 1, p. 1-16, Feb. 2008.

KORTHAGEN, F. A. J. How teacher education can make a difference. Journal of Education for Teaching, London, v. 36, n. 4, p. 407-423, Sept. 2010.

KRAINER, K.; WOOD, T. (Ed.). The International handbook of mathematics teacher education. Participants in mathematics teacher education: individuals, teams, communities and networks. Rotterdam: Sense, 2008.

LIU, C. C.; JU, I. Evolution of constructivism. Contemporary issues in education research, Littleton, v. 3, n. 4, p. 63-66, April 2010.

MAKING the Most of Our Potential: Consolidating the European Higher Education Area. Bucharest Communiqué: final version. In: MINISTERIAL CONFERENCE OF BUCARESTE. 2012. Communiqué... Paris: EHEA, 2012. Disponível em: . Acesso em: 18 out. 2017.

MCNAMARA, O., MURRAY, J.; JONES M. (Ed.) Workplace learning in teacher education. International. Practice and policy. Dordrecht: Springer, 2014.

MENEZES, L.; SANTOS, L.; GOMES, H.; RODRIGUES, C. Avaliação em matemática: problemas e desafios. Viseu: Sociedade Portuguesa de Ciências da Educação, 2008.

MEYER, H. D.; BENAVOT, A. (Ed.). PISA, power, and policy: the emergence of global educational governance. Oxford: Symposium Books, 2013.

MULLIS, I. V. S.; MARTIN, M. O.; FOY, P.; HOOPER, M. TIMSS 2015 international results in mathematics. Boston: Boston College, 2016. Disponível em: . Acesso em: 18 out. 2017.

NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS. Principles to actions: ensuring mathematical success for all. Reston, VA: NCTM, 2014.

NIEMI, H.; NEVGI, A. Research studies and active learning promoting professional

competences in Finnish teacher education. Teaching and Teacher Education, Amsterdam, v. 43, p. 131-142, out. 2014.

ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT. Universal basic skills: what countries stand to gain. Paris: OECD, 2015. Disponível em: . Acesso em: 18 out. 2017.

ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT. PISA 2015 Assessment and analytical framework. Paris: OECD, 2016. Disponível em: . Acesso em: 18 out. 2017.

PAIS, S.; CABRITA, I. Autonomia e tecnologia: duas faces da mesma moeda à luz de Bolonha. In: CONFERÊNCIA INTERNACIONAL DE TIC NA EDUCAÇÃO – CHALLENGES, 8., 15-16 jul. 2013, Braga. Anais... Aprender a qualquer hora e em qualquer lugar. Braga: Centro de Competência TIC do Instituto de Educação da Universidade do Minho, 2013. p. 1207-1222.

PARDAL, L.; LOPES, E. S. Métodos e técnicas de investigação social. Porto: Areal, 2011.

PERRENOUD, P.; THURLER, M. G. As competências para ensinar no século XXI: a formação dos professores e o desafio da avaliação. Porto Alegre: Artmed, 2009.

PONTE, J. P. Estudos de caso em educação matemática. Bolema, Rio Claro, v. 19, n. 25, p. 105-132, 2006.

PORTUGAL. Conselho Nacional de Educação. Formação inicial de professores. Lisboa: CNE, 2015.

RABENSTEINER, P. M.; RABENSTEINER, G. (Ed.) Education. Internationalization in teacher education. Baltmannsweiler: Schneider Verlag Hohengehren GmbH, 2014.

ROBERT, P. L’éducation en Finlande: les secrets d’une étonnante réussite “Chaque élève est important”. 2006. Disponível em: . Acesso em: 18 out. 2017.

RUSSELL, T. Teaching about teaching: purpose, passion and pedagogy in teacher education. New York: Routledge, 2002.

SAHLBERG, P. The most wanted: teachers and teacher education in Finland. In: DARLING-HAMMOND, L.; LIEBERMAN, A. (Ed.). Teacher education around the world: changing policies and practices. New York: Routledge, 2012.

SHULMAN, L. The wisdom of practice: essays on teaching, learning, and learning to teach. San Francisco: Jossey-Bass, 2004.

SIEMENS, G. Connectivism: a learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, Ontario, v. 2, n. 1, p. 3-10, Jan. 2005.

SNOECK, M.; EISENSCHMIDT, E.; FORSTHUBER, B.; HOLDSWORTH, P.; MICHAELIDOU, A.; NORGAARD, J. D.; PACHLER, N. Developing coherent and system-wide induction programmes for beginning teachers. A handbook for policymakers. Brussels: European Comission/Directorate-General for Education and Culture, 2010. Disponível em: . Acesso em: 18 out. 2017.

TAN, E. Human capital theory: a holistic criticism. Review of Educational Research, Thousand Oaks, v. 84, n. 3, p. 411-445, Sept. 2014.

THE Bologna Process 2020: The European Higher Education Area in the new decade. In: CONFERENCE OF EUROPEAN MINISTERS RESPONSIBLE FOR HIGHER EDUCATION, LEUVEN AND LOUVAIN-LA-NEUVE, 28-29 April 2009, Communiqué… Benelux: EHEA, 2009. Disponível em: . Acesso em: 18 out. 2017.

TIRRI, K. The last 40 years in Finnish teacher education. Journal of Education for Teaching, London, v. 40, n. 5, p. 600-609, Oct. 2014.

TOWARDS The European Higher Education Area. In: MEETING OF EUROPEAN MINISTERS IN CHARGE OF HIGHER EDUCATION IN PRAGUE. May 19th 2001. Communiqué.... Disponível em: . Acesso em: 18 out. 2017.

TOWARDS the European Higher Education Area: responding to challenges in a globalized world. In: MINISTERIAL CONFERENCE IN LONDRES. 18 may 2007. London Communiqué... London: EHEA, 2007. Disponível em: . Acesso em: 18 out. 2017.

UNIÃO EUROPEIA. Estratégia de Lisboa. 2000. Disponível em: . Acesso em: 18 out. 2017.

UNIÃO EUROPEIA. Bolonha Declaration. 1999. Disponível em: . Acesso em: 18 out. 2017.

UNIÃO EUROPEIA. Livro branco sobre a educação e a formação: ensinar e aprender rumo à sociedade cognitiva. Bruxelas: Comissão das Comunidades Europeias, 1995. Disponível em: . Acesso em: 18 out. 2017.

WENGER, E.; MCDERMOTT, R.; SNYDER, W. Cultivating communities of practice: a guide to managing knowledge. Cambridge: Harvard Business School, 2002.

WILSON, G.; L’ANSON, J. Reframing the practicum: constructing performative space in initial teacher education. Teaching and Teacher Education, Australia, v. 22, p. 353-361, April 2006.

YIN, R. K. Case study research design and methods. 2. ed. Thousand Oaks: Sage, 1994.

ZEICHNER, K. M. Alternative paradigms of teacher education. Journal of Teacher Education, Michigan, v. 34, n. 3, p. 3-9, May 1983.

ZEICHNER, K. M. Rethinking the connections between campus courses and field experiences in college and university-based teacher education. Journal of Teacher Education, Michigan, v. 61, n. 1-2, p. 89-99, Sept./Dec. 2010.


Apontamentos

  • Não há apontamentos.




Financiadores: