Banca de DEFESA: MARCELO ORLANDO SALES PESSIM

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : MARCELO ORLANDO SALES PESSIM
DATA : 14/02/2022
HORA: 14:00
LOCAL: Ji-Paraná
TÍTULO:

KNOWLEDGE ABOUT THE EVALUATION IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS OF THE STATE OF RONDÔNIA

PALAVRAS-CHAVES:

 Initial formation. Math teachers. Teaching knowledge. Evaluation of the teaching-learning process.

PÁGINAS: 190
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

This master's research in construction aims to analyze that knowledge about the evaluation of the teaching-learning process is being provided in face-to-face courses for the Licentiate Degree in Mathematics of Institutions of Public Higher Education (IES) in Rondônia. This is an approach research qualitative and field modality, being carried out with four undergraduate courses in Mathematics, two offered by the Federal University of Rondônia (UNIR) in campuses in Ji-Paraná and Porto Velho, and two offered by the Federal Institute of Rondônia (IFRO) on the campuses of Cacoal and Vilhena. 14 academics from the these courses, and only the data of eight academics from the Licentiate Degree in Mathematics IFRO, campus of Cacoal and UNIR, campus of Ji-Parana. For the production of data, a questionnaire and semi-structured interview were used. and proceeded with the analysis of the Pedagogical Projects of the Courses (PPCs), being presented in this text only the PPC data from IFRO/Cacoal and UNIR/Ji-Paraná, and the National Teacher Training Guidelines, both general and specific. For the analysis and data interpretation, three thematic axes were structured, entitled: A evaluation present in the documents: in focus National Curriculum Guidelines and Project Course Pedagogical; Knowledge of the assessment built in the initial training of the maths teacher; Evaluation conceptions of the academics of the course of Degree in Mathematics. Among the preliminary results, it is highlighted that in the analysis held in the National Curriculum Guidelines for Teacher Training in general, there specific skills and abilities of knowledge of the assessment, evidencing the importance of this knowledge to be present in PPCs. However, when analyzing the National Curriculum Guidelines for the Training of Mathematics Teachers are not expressed elements about the assessment as knowledge to be built in the initial formation of the mathematics teacher, showing the silencing of the theme, and, therefore, the non-obligation to be included in the initial training PPCs. In the PPC of the IFRO/Cacoal course has four components that address the assessment in the syllabus and there is a component that deals exclusively with the theme, being called “Learning Assessment”. In the UNIR/Ji-Paraná course there is no component specific curriculum, however, the theme is addressed in some components curriculum. It is hoped that the results provide opportunities for reflection on the relevance of this category of knowledge for the teaching profession and that it is provided in a theoretical and practical perspective in the initial training of the future mathematics teacher.

MEMBROS DA BANCA:
Presidente - 2035958 - ELIANA ALVES PEREIRA LEITE
Interno - 1713580 - EMERSON DA SILVA RIBEIRO
Externo à Instituição - MARTA MARIA PONTIN DARSIE - UFMT