O papel do supervisor na formação continuada dos professores de matemática: um estudo de caso no parfor desenvolvido no Instituto Federal De Educação, Ciência e Tecnologia do Pará (IFPA)
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Data
2016
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O objetivo geral foi descrever a supervisão acadêmica na formação continuada dos professores de
Matemática do programa no PARFOR desenvolvido no Instituto Federal de Educação, Ciência e
Tecnologia do Pará (IFPA). Especificamente buscou-se investigar a supervisão acadêmica em sua
trajetória evolutiva; apresentar as novas tendências na supervisão acadêmica; descrever a
supervisão pedagógica do processo de formação continuada dos professores de Matemática no
programa PARFOR desenvolvido pelo Instituto Federal de Educação, Ciência e Tecnologia do Pará
(IFPA). A pesquisa teve caráter exploratório, no sentido de observar, compreender e analisar as
estratégias adotadas pela supervisão pedagógica junto aos professores de Matemática feita no
PARFOR do IFPA. Considerou aspectos quantitativos e qualitativos da pesquisa e partir do método
indutivo, a fim de considerar uma realidade observada no ambiente empírico (IFPA). Usou-se na
coleta de dados entrevistas informais, questionários e depoimentos de professores de matemática do
PARFOR no IFPA. Logo, verificou-se a compreensão que os professores de matemática têm da
supervisão pedagógica desenvolvida no PARFOR/IFPA. De modo geral ocorrem muitos pontos
convergentes em seus pensamento e ideias, e existem espaços criados para a troca de impressões e
experiências, o que favorece a atuação do professor. Aparentemente suas atividades docentes
seguem uma linha mínima de organicidade, embora a crise político-econômica do Brasil tenha
decretado a suspensão do repasse de verbas para a continuação do programa PARFOR/IFPA.
The overall objective was to describe the academic supervision in the continuing education of the mathematics program in PARFOR teachers developed at the Federal Institute of Education, Science and Technology of Pará (IFPA). Specifically sought to investigate the academic supervision in their evolutionary trajectory; present new trends in academic supervision; describe the pedagogical supervision of the process of continuing education of mathematics teachers in the program PARFOR developed by the Federal Institute of Education, Science and Technology of Pará (IFPA). The research was exploratory in nature, to observe, understand and analyze the strategies adopted by the pedagogical supervision with the mathematics teachers made in PARFOR the IFPA. Considered quantitative and qualitative aspects of the research and from the inductive method in order to consider a reality observed in the empirical environment (IFPA). He used to collect data informal interviews, questionnaires and statements from PARFOR math teachers in the IFPA. Soon, there was an understanding that the math teachers have the pedagogical supervision developed in PARFOR / IFPA. Generally occur many converging points in their thinking and ideas, and there are spaces created for the exchange of views and experiences, which favors the teacher's performance. Apparently her teaching activities follow a minimum line of organic nature, although the political and economic crisis in Brazil has decreed the suspension of the transfer of funds for the continuation of PARFOR / IFPA program.
The overall objective was to describe the academic supervision in the continuing education of the mathematics program in PARFOR teachers developed at the Federal Institute of Education, Science and Technology of Pará (IFPA). Specifically sought to investigate the academic supervision in their evolutionary trajectory; present new trends in academic supervision; describe the pedagogical supervision of the process of continuing education of mathematics teachers in the program PARFOR developed by the Federal Institute of Education, Science and Technology of Pará (IFPA). The research was exploratory in nature, to observe, understand and analyze the strategies adopted by the pedagogical supervision with the mathematics teachers made in PARFOR the IFPA. Considered quantitative and qualitative aspects of the research and from the inductive method in order to consider a reality observed in the empirical environment (IFPA). He used to collect data informal interviews, questionnaires and statements from PARFOR math teachers in the IFPA. Soon, there was an understanding that the math teachers have the pedagogical supervision developed in PARFOR / IFPA. Generally occur many converging points in their thinking and ideas, and there are spaces created for the exchange of views and experiences, which favors the teacher's performance. Apparently her teaching activities follow a minimum line of organic nature, although the political and economic crisis in Brazil has decreed the suspension of the transfer of funds for the continuation of PARFOR / IFPA program.
Descrição
Orientação: Maria Margarido Pires ;
co-orientação: Ricardo F. Pinto
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, SUPERVISÃO PEDAGÓGICA, FORMAÇÃO CONTÍNUA, EDUCATION, PEDAGOGICAL SUPERVISION, CONTINUING EDUCATION, ESTUDOS DE CASO, CASE STUDIES, BRASIL, BRAZIL, PROFESSORES DE MATEMÁTICA, MATHEMATICS TEACHERS