Banca de QUALIFICAÇÃO: ROBSON RONQUE DOS SANTOS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ROBSON RONQUE DOS SANTOS
DATE: 24/02/2023
TIME: 14:30
LOCAL: Sessão virtual pelo Google Meet
TITLE:

CONTRIBUTIONS AND LIMITS OF CONTINUOUS TRAINING FOR TEACHERS WHO TEACH MATHEMATICS IN YOUTH AND ADULT EDUCATION (EJA) IN THE MUNICIPAL PUBLIC NETWORK OF JI-PARANÁ/RO

KEY WORDS:

Mathematics Education, EJA, Continuing Education.

PAGES: 201
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

The present research, in progress, aims to investigate the contributions and limits conceived by teachers who teach Mathematics regarding continuing education promoted by the Municipal Secretary of Education of Ji-Paraná (SEMED/JP) in the year 2021 regarding the meeting the training needs of teachers in the modality of Youth and Adult Education (EJA). This study was developed focusing on the following research question-problem: What are the contributions and limits conceived by teachers who teach Mathematics regarding continuing education promoted by the Municipal Department of Education of Ji-Paraná (SEMED/JP) in the year of 2021 with regard to meeting the training needs of teachers in Youth and Adult Education (EJA)?. In order to achieve this objective, the research will involve 05 (five) teachers from the municipal public teaching network of Ji-Paraná/RO. Regarding the methodology, it will be of an interpretative qualitative nature. The locus of the research involved 03 schools of the Municipal Education Network in Ji-Paraná/RO. We will use as instruments for data production/collection: questionnaire, interviews with semi-structured questions and documental analysis. Regarding the research methodology, we report to theorists: BOGDAN and BIKLEN (1982; 1994); FLICK and STEINKE (2000); FIORENTINI and LORENZATO (2012); BORBA and ARAÚJO (2012); MINAYO (2010); SEVERINO (2007); LÜDKE and ANDRÉ (1986); MARCONI and LAKATOS (2003). So far, we have some results obtained from the research, results that show that: the investigated educators have diversified training, some even with more than one degree, and all have training in some degree, but without a teacher training course in the area of EJA, except one teacher. Another result obtained that we highlight is that of the total number of educators interviewed, only 01 (one) have a Full Degree in Mathematics, in addition, all educators have a workload of 60h or 65h. We observed that in relation to the training paths taken by educators, given the absence of a specific training process in EJA in undergraduate courses, the vast majority of educators point out that they form by exchanging experiences with their colleagues. This research showed the need for continuing education that integrates theory and practice. We understand that the research will bring contributions to the field of Mathematics Education; for academic research, regarding the continuing education of teachers who teach mathematics in EJA and also to encourage discussions inherent to this theme.

COMMITTEE MEMBERS:
Presidente - 1713580 - EMERSON DA SILVA RIBEIRO
Interna - 2035958 - ELIANA ALVES PEREIRA LEITE
Interna - 2583970 - MARCIA ROSA ULIANA
Externo à Instituição - GILBERTO JANUARIO - UFOP
Externa à Instituição - LORIÉGE PESSOA BITENCOURT - UNEMAT