Banca de DEFESA: JOSANE DE BASTIANI

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JOSANE DE BASTIANI
DATE: 25/04/2024
TIME: 14:00
LOCAL: Sala 1 bloco 7 Campus Ji-paraná
TITLE:

THE TEACHING COURSE OFFERED BY THE MARECHAL RONDON/RO SCHOOL: an analysis of the mathematical elements from the internship notebooks (1998 to 2003)

KEY WORDS:

History of Mathematics Education. Teaching Course, Supervised Internship, Internship Notebooks.

PAGES: 169
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SUMMARY:

The Marechal Rondon Normal School was created by Decree No. 603, of December 17, 1970, a fifty-year institution, went through several phases and in the 80's became the Marechal Rondon State Institute of Education, located in Ji-Paraná – RO. In this establishment, several professional training courses were offered under the title of 2nd Degree. Being the first to offer the teacher training course whose name was Pedagogical Course and in 1978 it graduated the first class of the Teaching course, being one of the first schools created in Vila de Rondônia, which was the first name of where today with the name of Ji-Paraná. This study aims to investigate, from the Teaching Internship Notebooks, how were the practices of the supervised internship, carried out by the students of the Teaching course, in the time frame from 1998 to 2005, offered by IEE Marechal Rondon, with regard to the records of the mathematics classes carried out in the classes from 1st to 5th grade in the schools that participated in the realization of the internship in the municipality of Ji-Paraná. This is qualitative research from the perspective of the history of Mathematics Education, using as a method the heptagonal scheme developed by the Study and Research Group in the History of School Mathematics Education (GEPHEME). linked to the Federal University of Mato Grosso do Sul (UFMS) and coordinated by Prof. Dr. Luiz Carlos Pais. Our research problem is the question: What are the mathematical elements present in the internship notebooks of the Teaching course offered by the Marechal Rondon Institute (1998-2005). To answer this research problem, we based ourselves on the following actions: gather historical and bureaucratic documents, such as minutes of results and pedagogical project of the course, curriculum and internship reports contained in the internship folders and notebooks. Characterize the mathematical aspects present in the teaching course. Analyze the conceptual aspects related to the Supervised Internship. To answer epistemologically, we rely on Marc Bloch (2001), Peter Burke (1991) and Wagner Valente (2017) (2022) in the context of the importance of historiographical research and the History of Mathematics Education. We also used as a theoretical contribution for the analysis of the notebooks as a historical source, the writings of Dominique Julia, Antônio Viñao Fraga (2008), Elisabete Zardo Burigo (2013), Adair M. Nacarato (2015) and Dario Fiorentini (2012). Finally, we used the writings of Peter Burke (2016) to define and substantiate the categories of analysis of this research: School Curriculum, Methodology and Problem Solving. In these methodological procedures, we constructed the categories of analysis with a view to classroom practices, through the records of the lesson plans present in the supervised internship notebooks of the Teaching Profession. In the analysis of the notebooks, we used excerpts from these sources to validate our interpretation and understanding of which mathematical elements were present in the supervised internship of the Teaching Course of the IEE Marechal Rondon in the aforementioned period.

COMMITTEE MEMBERS:
Presidente - 2044641 - ENOQUE DA SILVA REIS
Interno - 396930 - MARLOS GOMES DE ALBUQUERQUE
Externa à Instituição - EDINALVA DA CRUZ TEIXEIRA SAKAI - UFMS