The mathematics pedagogue-teacher meeting in the final years of elementary school: in the silence of brazilian research
This article presents aspects of a larger research, conducted phenomenologically, which sought in the literature elements that favor understanding the pedagogical-teacher meeting of Mathematics of the Final Years, a meeting marked by possibilities coming from pedagogical accompaniment, through the m...
| Principais autores: | Campanucci, Tania Mara Vitaczik, Mocrosky, Luciane Ferreira, Orlowski, Nelem |
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| Formato: | Artigo |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná (UTFPR)
2021
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| Acesso em linha: |
http://periodicos.utfpr.edu.br/actio/article/view/14140 |
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| Resumo: |
This article presents aspects of a larger research, conducted phenomenologically, which sought in the literature elements that favor understanding the pedagogical-teacher meeting of Mathematics of the Final Years, a meeting marked by possibilities coming from pedagogical accompaniment, through the mediation of knowledge and modes of action. For this, we use the repertoire of studies from the CAPES Research Bank, looking for works and authors that deal with the theme. We established filters that would enable us to pursue the research question, “what is this, pedagogical- accompaniment -in-the-years-to-end of elementary school?” With the teaching of mathematics on the horizon. The selected texts were read-interpreted according to the phenomenological approach of qualitative research, supported by Hermeneutics. In this journey, we find silences, as we find that a pedagogue and mathematics teacher do not appear explicitly. Research does not focus on being with these two, nor does it collide with pedagogical monitoring in Mathematics. The absence of focused studies may indicate that the difficulties do not happen, or that the complexity is so great that a comprehensive solo is necessary before going to the same thing, meeting the mathematics teacher and the pedagogue in their ways of being professionals. Thus, the research shows us some clues for us to move forward, pointing out openings for the mathematics teacher and the pedagogue to meet and remain together, moving educational actions. |
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