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| Author(s): |
Vanessa Moreira Crecci
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | Campinas, SP. |
| Institution: | Universidade Estadual de Campinas (UNICAMP). Faculdade de Educação |
| Defense date: | 2016-02-19 |
| Examining board members: |
Dario Fiorentini;
Cármen Lúcia Brancaglion Passos;
Dilma Maria de Mello;
Guilherme do Val Toledo Prado;
Laurizete Ferragut Passos
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| Advisor: | Dario Fiorentini |
| Abstract | |
This study aims to understand the experience of professional development and the professionalism constitution of math educators who participate in a borderland community, between school and University. The Saturday Group (GdS) emerged in 1999, it congregates teachers, teachers¿ educators, researchers and future teachers that come together to investigate and to think about the mathematics teachinglearning. The field texts are constituted by a diary with notes of the group reunion, published materials about and by the community, memories and transcriptions of group meetings and interviews with the research participants. The methodology of this study is based on the narrative inquiry, which consists of a tridimensional process of production and analysis of the field texts and of the research, involving temporality (diachrony), personal and social interactions and the place (scenery) where is the phenomenon to be investigated and narrated. For this, in a diachronic perspective, the researcher took as reference her own experience inside this community and, above all, her relationship with three of its participants, over eight years. For the composition of the research texts, narratives of the experience of professional development and of professionality constitution of the three participants of the study were constituted. These narratives were analyzed based on three analytical axes: 1) the mapping of spaces of professional development experience; 2) the understandings about the professional development experience in a border community; and 3) reverberation of the participation in a borderland community. The results showed aspects that are specific of experiences constituted in a space that does not have the institutional regulation and control of school and University. In this community, the participants describe their experiences in different spaces in their personal and professional lives, they compose other experiences and produce different understandings about the mathematics teachinglearning. The reverberation resulting from the participation in this borderland community is evidenced, intrinsically, in its owns ways of being as mathematics teachers, detaching the problematical and investigative position about its own practice, about public politics that put it in proper condition, also about the possibilities and the limits of scientific, curricular and pedagogical didactic knowledge in the school and in other contexts as well. The extrinsic repercussions are evidenced by the constitutions of other communities, by the participants¿ systematizations, theorizations and publications, which help to promote the changes: in the practice of mathematics teachinglearning in the schools, becoming more exploratory, problematical and inclusive, above all for students in the public schools; in the initial and continuous training of mathematics teachers, motivating them to be studious and investigative in teaching communities; in the formation of new researchers, highlighting the research about their own practice (AU) | |
| FAPESP's process: | 13/12927-1 - The constitution of teacher professionality in inquiry communities |
| Grantee: | Vanessa Moreira Crecci |
| Support Opportunities: | Scholarships in Brazil - Doctorate (Direct) |