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1
artículo
Publicado 2022
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Neste artigo, focamos na compreensão do conhecimento especializado demonstrado por uma professora do ensino médio em formação ao ensinar polígonos como parte da prática pré-profissional em seu último ano acadêmico. Para explorar esse conhecimento, apoiamo-nos no modelo de Mathematics Teacher ´s Specialised Knowledge (MTSK) (Conhecimento Especializado do Professor de Matemática) criado pelo grupo de pesquisa da Universidade de Huelva, Espanha. Utilizamos uma metodologia de pesquisa qualitativa e, a partir do paradigma interpretativo, explicamos um estudo de caso que nos permitirá identificar, descrever e compreender o conhecimento geométrico da professora sobre polígonos. As informações foram coletadas por meio de observação não participativa, mediante gravações feitas durante três aulas com alunos do quinto ano do ensino médio. Para a validação da análise, usamo...
2
artículo
Publicado 2019
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The research carried out on how gender stereotypes are reproduced in the EBR teacher-student relationship has as its object of study the oral discourse of male and female teachers, which does not explain how gender stereotypes continue to be reproduced in schools despite of the care that teachers, aware of this problem, give to their hierarchical relationship with students. The objective of this article is to argue that if we consider the teacher-student relationship as a habitus, then the reproduction of gender stereotypes in schools is evident not only in the oral discourse of teachers, but also in diverse discursive expressions.
3
artículo
Publicado 2018
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This research explores the relationship between families with a son having Down syndrome (DS) and the school (F-S) from the point of view of the families and public school teachers in a city of Minas Gerais, Brazil. Two instruments were used: semi-structured interviews and a Checklist to characterize the daily shared routine and the relationship between F-S. For parents, the F-S link is evidenced in the parents-students relationship, while for teachers the F-S link is evidence in the parents-teachers relationship. In the interviews, parents indicate that the F-S relationship is fundamental to foster the development of skills for their children. Meanwhile, teachers consider the F-S relationship significant because it favors the schooling process for children with DS or intellectual disabilities, also adding challenges to establish schools with an inclusive approach.
4
artículo
Publicado 2018
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This research explores the relationship between families with a son having Down syndrome (DS) and the school (F-S) from the point of view of the families and public school teachers in a city of Minas Gerais, Brazil. Two instruments were used: semi-structured interviews and a Checklist to characterize the daily shared routine and the relationship between F-S. For parents, the F-S link is evidenced in the parents-students relationship, while for teachers the F-S link is evidence in the parents-teachers relationship. In the interviews, parents indicate that the F-S relationship is fundamental to foster the development of skills for their children. Meanwhile, teachers consider the F-S relationship significant because it favors the schooling process for children with DS or intellectual disabilities, also adding challenges to establish schools with an inclusive approach.
5
artículo
In order to understand how «gendered» male and female teachers think, we will study the general concepts of representation by analyzing the production and processing of these concepts, because representations outspread by society carry prejudice and categorizations that are, somehow, embodied by teachers. Therefore, we need to know how representations can be absorbed, denied or shared. Accordingly, we have performed a literature review on publications about representations based on many approaches, which were divided into two blocks of analysis: conceptualization of social representations and complex representations. The analysis showed that based on common sense a common way, but these factors bring along peculiar practices of each individual or teacher that are loaded with their ways of thinking.
6
artículo
Publicado 2019
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Con el fin de comprender las formas de pensamiento de género de los profesores y las profesoras, estudiaremos los conceptos generales de la representación mediante el análisis de la producción y la transformación de las mismas, puesto que las representaciones transmitidas por la sociedad contienen prejuicios y categorizaciones que, de alguna manera, son internalizados por los profesores o profesoras. Necesitamos, entonces, saber cómo las representaciones pueden ser absorbidas, negadas o compartidas. Para esto, ha realizado una revisión bibliográfica de las representaciones de acuerdo con diversos enfoques y compartimos este análisis en dos bloques: «conceptualización de las representaciones sociales» y «representaciones complejas». Con este análisis nos dimos cuenta que las representaciones no son sólo las fuerzas que nos llevan a pensar en una forma «común», sino tamb...
7
artículo
In order to understand how «gendered» male and female teachers think, we will study the general concepts of representation by analyzing the production and processing of these concepts, because representations outspread by society carry prejudice and categorizations that are, somehow, embodied by teachers. Therefore, we need to know how representations can be absorbed, denied or shared. Accordingly, we have performed a literature review on publications about representations based on many approaches, which were divided into two blocks of analysis: conceptualization of social representations and complex representations. The analysis showed that based on common sense a common way, but these factors bring along peculiar practices of each individual or teacher that are loaded with their ways of thinking.
8
artículo
Publicado 2017
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The purpose of this article is to present the results of a survey that examined theimpact of external evaluations in teaching in public schools of micro-region of Ubá(MRUbá), Minas Gerais. The methodology included an investigation into threeschools, on-site observations, semi-structured interviews with teachers, literatureon the subject and qualitative data analysis. The «voices» that echoed the schoolssignaled to the logic of accountability, accountability, the pressure for results, the(dis) belief in IDEB, of aspects relating to competition, among others. The dataenabled us to realize that teachers are greatly affected by the current evaluationmodel, whose measurement mechanisms the blaming and also to school, besidesgenerating rankings that are increasingly reinforcing a competitive environment.
9
artículo
Publicado 2017
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El objetivo de este trabajo es presentar los resultados de una investigación queanalizó el impacto de las evaluaciones externas en el trabajo docente en escuelas públicas de la microrregión de Ubá (MRUbá), Minas Gerais. En la metodología se incluyen la investigación realizada en tres escuelas, observaciones in loco, entrevistas semi-estructuradas con profesoras, la literatura sobre el tema y el análisis cualitativo de los datos. Las «voces» que resonaron de las escuelas señalaron a la lógica de la rendición de cuentas, de la responsabilidad, de la presión por resultados, de la (des)creencia en el IDEB, de los aspectos relativos a la competición, entre otros. Los datos nos posibilitaron darnos cuenta de que los profesores se ven muy perjudicados por el actual modelo evaluativo cuyos mecanismos de medición los culpabilizan a ellos y aún a las escuelas, además de generars...
10
artículo
Publicado 2017
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The purpose of this article is to present the results of a survey that examined theimpact of external evaluations in teaching in public schools of micro-region of Ubá(MRUbá), Minas Gerais. The methodology included an investigation into threeschools, on-site observations, semi-structured interviews with teachers, literatureon the subject and qualitative data analysis. The «voices» that echoed the schoolssignaled to the logic of accountability, accountability, the pressure for results, the(dis) belief in IDEB, of aspects relating to competition, among others. The dataenabled us to realize that teachers are greatly affected by the current evaluationmodel, whose measurement mechanisms the blaming and also to school, besidesgenerating rankings that are increasingly reinforcing a competitive environment.
