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 |
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Universidade Tecnológica Federal do Paraná (UTFPR)
2021
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http://periodicos.utfpr.edu.br/actio/article/view/14140 |
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peri-article-141402022-10-18T23:38:25Z The mathematics pedagogue-teacher meeting in the final years of elementary school: in the silence of brazilian research O encontro pedagogo professor de matemática dos anos finais do ensino fundamental: no silêncio das pesquisas brasileiras Campanucci, Tania Mara Vitaczik Mocrosky, Luciane Ferreira Orlowski, Nelem Ensino ; Educação Matemática Pedagogo; Professor de Matemática; Acompanhamento pedagógico; Silêncio Pedagogue; Maths teacher; Pedagogical accompaniment; Silence 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. Este artigo traz aspectos de uma pesquisa maior, conduzida fenomenologicamente, que buscou na literatura elementos que favorecem compreender o encontro pedagogo-professor de Matemática dos anos finais do ensino fundamental, marcado por possibilidades vindas do acompanhamento pedagógico, pela mediação de saberes e modos de ação. Para isto, utilizamos o repertório de estudos do Banco de Pesquisas da CAPES, procurando por trabalhos e autores que tratassem da temática. Estabelecemos filtros que nos possibilitassem perseguir a interrogação de pesquisa, “o que é isto, o-acompanhamento-pedagógico-nos-Anos-Finais-do-Ensino-Fundamental?”, tendo no horizonte o ensino de matemática. Os textos selecionados foram lidos-interpretados segundo a abordagem fenomenológica da pesquisa qualitativa, com apoio na Hermenêutica. Nessa caminhada, encontramos silêncios, pois constatamos que pedagogo e professor de Matemática não aparecem explicitamente. As pesquisas não tematizam o estar junto desses dois, nem esbarram no acompanhamento pedagógico em Matemática. A ausência de estudos focados pode indicar que as dificuldades não acontecem, ou que a complexidade é tanta que um solo compreensivo se faz necessário antes de ir à coisa mesma, ao encontro do professor de Matemática e do pedagogo em seus modos de ser profissionais. Assim, a pesquisa nos mostra algumas pistas para seguirmos em frente, apontando aberturas para que o professor de Matemática e o pedagogo se encontrem e permaneçam juntos, movimentando ações educativas. Universidade Tecnológica Federal do Paraná (UTFPR) 2021-07-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion estudo application/pdf http://periodicos.utfpr.edu.br/actio/article/view/14140 10.3895/actio.v6n2.14140 ACTIO: Teaching in Sciences; v. 6, n. 2 (2021); 1-17 ACTIO: Docência em Ciências; v. 6, n. 2 (2021); 1-17 2525-8923 10.3895/actio.v6n2 por http://periodicos.utfpr.edu.br/actio/article/view/14140/8453 http://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/14140/2235 http://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/14140/2236 Direitos autorais 2021 ACTIO: Docência em Ciências http://creativecommons.org/licenses/by/4.0 |
| institution |
Universidade Tecnológica Federal do Paraná |
| collection |
PERI |
| language |
Português |
| format |
Artigo |
| author |
Campanucci, Tania Mara Vitaczik Mocrosky, Luciane Ferreira Orlowski, Nelem |
| spellingShingle |
Campanucci, Tania Mara Vitaczik Mocrosky, Luciane Ferreira Orlowski, Nelem The mathematics pedagogue-teacher meeting in the final years of elementary school: in the silence of brazilian research |
| author_sort |
Campanucci, Tania Mara Vitaczik |
| title |
The mathematics pedagogue-teacher meeting in the final years of elementary school: in the silence of brazilian research |
| title_short |
The mathematics pedagogue-teacher meeting in the final years of elementary school: in the silence of brazilian research |
| title_full |
The mathematics pedagogue-teacher meeting in the final years of elementary school: in the silence of brazilian research |
| title_fullStr |
The mathematics pedagogue-teacher meeting in the final years of elementary school: in the silence of brazilian research |
| title_full_unstemmed |
The mathematics pedagogue-teacher meeting in the final years of elementary school: in the silence of brazilian research |
| title_sort |
mathematics pedagogue-teacher meeting in the final years of elementary school: in the silence of brazilian research |
| description |
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. |
| publisher |
Universidade Tecnológica Federal do Paraná (UTFPR) |
| publishDate |
2021 |
| url |
http://periodicos.utfpr.edu.br/actio/article/view/14140 |
| _version_ |
1805450520745213952 |
| score |
10,814766 |