Banca de DEFESA: ELIAS RODRIGUES EDUARDO NETO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ELIAS RODRIGUES EDUARDO NETO
DATE: 05/03/2025
TIME: 18:30
LOCAL: Miniauditório - Campus de Ji-Paraná
TITLE:

STATE OF THE ART OF BRAZILIAN RESEARCH DEALING WITH METACOGNITION IN THE INITIAL AND CONTINUING TRAINING OF TEACHERS WHO TEACH MATHEMATICS (1980 to 2023)

KEY WORDS:

Metacognition; Initial training; Continuing training; Teacher who teaches mathematics

PAGES: 194
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Permanente
SUMMARY:

In contemporary times, Metacognition has been investigated in different fields of study and has
made numerous contributions to the construction of mathematical knowledge. Therefore, we
sought to look at this topic in the context of teacher training, the objective of which was to
understand the contributions to the teacher training process evidenced in the theses and
dissertations defended in Brazilian programs that investigate Metacognition in the initial and
continuing training of teachers who teach Mathematics (1980 to 2023). In the theoretical
foundation, references from the field of Education, Psychology and Mathematics Education
were used, especially on the initial and continuing training of teachers. Methodologically, the
investigation uses a qualitative, state-of-the-art research approach. The mapping of theses and
dissertations took place in the CAPES Catalog - Coordination for the Improvement of Higher
Education Personnel and BDTD - Brazilian Digital Library of Theses and Dissertations. The
time frame adopted covers the years 1980 to 2023. The interpretative and analytical process of
the data occurred through the systematization of two thematic axes: overview of theses and
dissertations that deal with Metacognition in the training of teachers who teach Mathematics;
and what research on Metacognition expresses in the training of teachers who teach
Mathematics. In the second axis, the discussions were organized into two groups:
Metacognition in initial training and in continuing training. As results obtained, only 13 studies
were identified (05 theses and 08 dissertations). Eight of them deal with Metacognition in initial
training and five in continuing training. Among the contributions of Metacognition to teacher
training, self-regulation, critical reflection, emotional management of teachers, strengthening
of teacher autonomy, understanding of cognitive processes and emotional resilience were
identified. Differentiations between initial and continuing training, the first emphasizes
strategies such as problem solving, reflective writing and mathematical investigation. While
continuing education emphasizes collaborative practices and analysis of pedagogical
experiences and theoretical contributions, among others. Research also demonstrates that
Metacognition is not just a pedagogical tool, but a transformative axis in teacher training. By
promoting self-knowledge, emotional management and adaptation to educational challenges, it
prepares teachers to face the complexity of teaching Mathematics in different contexts. At the
end of the research, it is expected that the results will encourage new studies and provide
reflections on the relevance of Metacognition in the training of teachers who teach Mathematics
and therefore the need to systematize the category of metacognitive knowledge for teaching, so
that its construction is provided in different contexts of teacher training, especially that it is
included in the curriculum of Pedagogy and Mathematics degree courses.

COMMITTEE MEMBERS:
Presidente - 2035958 - ELIANA ALVES PEREIRA LEITE
Interno - 1713580 - EMERSON DA SILVA RIBEIRO
Externa à Instituição - MARTA MARIA PONTIN DARSIE - UFMT