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Doctoral Thesis
DOI
https://doi.org/10.11606/T.48.2022.tde-28062022-112242
Document
Author
Full name
Elivelton Serafim Silva
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2022
Supervisor
Committee
Santos, Vinicio de Macedo (President)
Abib, Maria Lucia Vital dos Santos
Andrade, Silvanio de
Ortega, Eliane Maria Vani
Passos, Carmen Lucia Brancaglion
Title in Portuguese
Condição docente e positividade da profissão sob a perspectiva de professores de matemática
Keywords in Portuguese
Condição docente
Educação matemática
Mal-estar docente
Saberes docentes
Abstract in Portuguese
Essa pesquisa trata do ser professor de matemática na Rede Pública de Ensino Básico. Dessa maneira, empregaremos uma metodologia de natureza qualitativa que tem por objetivo investigar a condição docente do professor de matemática que atua na Rede Estadual de Ensino da Educação Básica do município de São Paulo - SP, para apreender se esse profissional atribui positividade à profissão docente, que motive sua permanência na Rede Pública de Educação Básica. Para alcançar o objetivo de responder às perguntas de pesquisa, desenvolvemos uma pesquisa bibliográfica e documental para entender a condição docente do professor e aplicamos um questionário a 175 professores da Rede Estadual de Educação Básica, os quais estão distribuídos entre as treze Diretorias Estaduais de Ensino da capital paulista. Para análise dos dados utilizamos o método da Análise por Triangulação de Métodos. Como principais resultados, concluímos que o professor de matemática atribui uma positividade docente a sua prática, a qual se manifesta fortemente quando analisamos de maneira articulada a motivação do professor para dar aulas de matemática; o gosto pela sua atividade profissional; o sentimento de liberdade de atuação, mesmo vivenciando um cenário de expropriação da autonomia; o sentimento de que está contribuindo para a melhoria do ensino de matemática na escola em que trabalha; a vontade de permanecer na profissão, mesmo estando insatisfeitos com alguns aspectos de sua carreira.
Title in English
Teaching condition and positive aspects of the from the perspective of mathematics teachers
Keywords in English
Mathematical education
Teachers discontent
Teaching Condition
Teaching expertise
Abstract in English
This research deals with the fact of being a mathematics teacher in the Public Basic Education system. Having said that, thus, a qualitative approach that aims to investigate the teaching condition of mathematics teachers who work in the State Basic Education Teaching system of the municipality of São Paulo SP is going to be used, so as to understand whether these professionals provide a positive outlook to the teaching profession, which leads them to their permanence in the Public Basic Education system. In order to answer the enquiries proffered on this research, we developed a bibliographical and documentary method to understand the teacher's teaching condition and surveyed to 175 teachers of the State Basic Education System, which are distributed among the thirteen State Boards of Education of the capital of São Paulo. For data analysis we used the Analysis by Triangulation of Methods approach. All in all, we concluded that mathematics teachers provide a positive teaching practice to their profession, which is strongly manifested when we analyse the teacher's role to work in their area. Actions such as loving their professional activity, the feeling of performing their role freely, even though they experience a scenario where autonomy does not belong to their own will, the feeling that they are contributing to the improvement of mathematics teaching in the school they work for and, also, the desire of ownership to remain in that specific area, even when they are not quite satisfied with some aspects of their career. These are some of the main results.
 
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Publishing Date
2022-06-28
 
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