Banca de DEFESA: NEUCIDIANE ANTONIA SEGATTO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : NEUCIDIANE ANTONIA SEGATTO
DATE: 25/02/2026
TIME: 14:00
LOCAL: on line
TITLE:

Mathematics in the Initial Education and Practice of Educators: Based on the Experiences of Teachers in the Early Years of a Municipal School in Ji-Paraná, Rondônia, Brazil

KEY WORDS:

Teacher education. Mathematics Education. Teaching practice. Model of Semantic Fields. Mathematical knowledge

 

PAGES: 174
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research investigates how pedagogues who work in the early years of Elementary Education produce meanings for Mathematics in their training and teaching practice, considering the legitimacies they mobilize, the repertoires of mathematical action they activate, and the silences that emerge in response to certain teaching demands. Grounded in the Semantic Fields Model (MCS), the study seeks to understand how these teachers mobilize mathematical knowledge in the everyday context of the classroom and how they constitute teaching objects through the materials and resources they use in their practices. The investigation adopts a qualitative approach and involves the participation of five teachers from the EMEIEF Professora Dinalmir Ferreira Barros de Lisboa, located in Ji-Paraná, Rondônia, Brazil. Data were produced through questionnaires, interviews, and field notebook records. Data analysis, guided by the Semantic Fields Model, focuses on the semantic fields mobilized by the teachers when operating with mathematical content and on the modes of meaning production that orient their pedagogical actions. The final considerations indicate that the production of meanings for Mathematics is closely related to the teachers’ formative experiences and beliefs, influencing their didactic choices and the ways in which teaching is legitimized. The analyzed enunciations reveal the recurrent use of didactic materials and concrete resources in teaching practice, which actively participate in the production of mathematical meanings. The study highlights the need for formative processes that broaden both mathematical and pedagogical repertoires. It is expected that the results will contribute to discussions on initial and continuing teacher education, offering elements to understand how pedagogues who teach Mathematics produce meanings for the discipline and for their teaching practice.

COMMITTEE MEMBERS:
Presidente - ***.468.361-** - JOÃO PEDRO ANTUNES DE PAULO - UNIFESSPA
Interno - 1713580 - EMERSON DA SILVA RIBEIRO
Externa à Instituição - REJANE SIQUEIRA JULIO - UNIFAL-MG