| Grant number: | 15/16227-0 |
| Support type: | Scholarships in Brazil - Doctorate |
| Effective date (Start): | February 01, 2016 |
| Effective date (End): | May 31, 2018 |
| Field of knowledge: | Humanities - Education - Educational Teaching and Learning |
| Principal Investigator: | Dario Fiorentini |
| Grantee: | Jenny Patricia Acevedo Rincón |
| Home Institution: | Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil |
| Associated scholarship(s): | 17/01511-0 - Learning, Identity and Professional development of the pre-service mathematics Teacher, BE.EP.DR |
Abstract The disciplines of Teacher Training course proposed and developed by the Unicamp's Education Faculty differ from those proposed and developed by institutes in each Education program. The Teacher Training course developed involved in the same class students of different Education program, forming groups of trainees necessarily non-disciplinary. The research was developed in the course's context: Teacher Training I of Unicamp's Education faculty with 18 students of the Education program like Chemistry, Physics, Mathematics, History and Philosophy, Geography, Literature and Arts. We believe that the Teacher training is interdisciplinary and transdisciplinary nature because trainees can discuss their own situations of teaching practice regardless of the discipline they belong to. Thus, participation in the Teacher Training course of Education Faculty allows trainees pervade and exceed the boundaries of their own school and academic disciplines of undergraduate courses. However, it is expected that this training in Education program can help them position themselves by questioning and negotiation of meaning in situations recognized from its insertion in school practice. The main objective of the research is to interpret, analyze and describe the teaching and learning professional constitution of the mathematics trainees in the Education program, located in an interdisciplinary and transdisciplinary teaching practice within the Teacher Training course I offered by Unicamp's Education Faculty. The insertion of the trainee in the context of teaching practice aims to discuss and reframe their participation in different school contexts, opening possibilities for continuous change in their learning of reflective and analytical way. The research is qualitative because it produces information, descriptive and interpretative analysis that excel the meaning given to actions. The data produced from the activities documented discipline and questionnaires and interviews will be analyzed and interpreted through narrative analysis of lived experience training and learning teachers produced and built by the trainees during this process. | |